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Contact Information

Send email to Dr. Coogle

Phone: (703) 993-2377
Email: ccoogle (@gmu.edu)

George Mason University
Fairfax Campus
Finley Building 212
4400 University Dr.
MS 4C2
Fairfax, VA 22030

Curriculum Vitae

Download Christan Coogle's curriculum vitae

Profile

Dr. Christan Pankiewicz (Coogle) is a Professor of Special Education. She is also a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the Commonwealth of Virginia and Maryland. Prior to obtaining her doctorate, she worked as an early intervention provider, preschool inclusion teacher, and K-5th grade special education teacher. Dr. Pankiewicz (Coogle) also worked at the Florida Center for Reading Research where she supported educators and developed early literacy interventions. She has partnered with states and local education agencies to deliver evidence-based practices. Dr. Pankiewicz (Coogle) completed her Doctoral Degree in 2012 at the Florida State University as a Fellow in the Leadership in Family Centered Early Intervention Fellowship Program. Her area of expertise is early childhood special education, early intervention, applied behavior analysis, autism spectrum disorders, embedded instruction, multi-tiered systems of supports, universal design for learning, assessment and program planning. Dr. Pankiewicz (Coogle) teaches courses in special education and behavior analysis, and her research is focused on bridging the research to practice gap through the use of embedded language, literacy, and social emotional interventions. 

Research Interests

  • Educator preparation and professional development
  • Students with delays, disabilities, and in need of differentiated and tiered academic and social interventions
  • Single case design expertise 
  • Qualitative research
  • Early childhood special education
  • Early intervention
  • Autism Spectrum Disorders
  • Performance based feedback (i.e., coaching) to enhance educator (caregiver, teacher, early intervention provider, parent, etc) practice
  • Technology enhanced coaching (email, Skype, bug in ear, etc)
  • Embedded learning opportunities/discrete learning trials
  • Dialogic reading/early literacy interventions particularly surrounding vocabulary development and children at risk or identified with ASD

Recent Publications

Coogle, C. G., Zimmerman, K., Lane, J., & Riggleman, S. (2025). Searching for gold: How to find good evidence and resources for your practice? Young Exceptional Children. https://doi.org/10.1177/10962506251322131

Coogle, C. G., Storie, S., Wade, C. B.*, Nagro, S. A., & Mitchem, K. (2024). The development  of technology-enhanced performance-based peer feedback to support teacher candidate practice and child outcomes. Journal of Special Education Technology, 39(1), 15-26. https://doi.org/10.1177/01626434231172914

Coogle, C. G., Walker, V.L., Ottley, J. R., & Allan, D. (2022) Paraprofessionals’ perceived skills and needs in supporting students. Focus on Autism and Other Developmental Disabilities, 37(4), 227-238. https://doi.org/10.1177/10883576211073699

Coogle, C. G., Wade, C. B.*, Ottley, J. R., & McCorkle, L. (2022). The effect of different types of feedback statements on educators’ use of naturalistic instruction. Journal of Special Education Technology, 37(3), 372-383. https://doi.org/10.1177/01626434211019391

 Coogle, C. G., Storie, S., & Rahn, N. L. (2022). A framework for promoting access, increasing participation, and providing support in early childhood classrooms. Early Childhood Education Journal, 50(5), 867-877. https://doi.org/10.1007/s10643-021-01200-6

Coogle, C. G., Nagro, S. A., Regan, K., O’Brien, K. & Ottley, J. R. (2022). The impact of real-time feedback and video analysis on early childhood teachers’ practice. Topics in Early Childhood Special Education, 41(4), 280-293. https://doi.org/10.1177/0271121419857142

Coogle, C. G., Storie, S., Ottley, J. R., Rahn, N. L., & Kurowski-Burt, A.* (2021). Technology-enhanced performance-based feedback to support teacher practice and child outcomes. Topics in Early Childhood Special Education, 41(2), 72–85. https://doi.org/10.1177/0271121419838624

Coogle, C. G., Lakey, E. R., Ottley, J. R., Brown, J. A., & Romano, M. K. (2021). Embedded learning opportunities for children with and without disabilities. Young Children, 76(4), 8-15. https://www.jstor.org/stable/27095203

Campus Affiliations

Other Courses Taught