About the Author
<p>Elizabeth Michael is a graduate research and teaching doctoral candidate at The University of Alabama in the Special Education and Multiple Abilities department. She is currently working toward the completion of her dissertation study focused on function‑based interventions.</p> <p>Vicki Koslin Howell completed her educational doctorate from Nova Southeastern University in 2017. Her research focuses broadly on special education, with special interests in autism and intellectual disabilities in the middle, high school, and transition ages. Her teaching experience includes 10 years serving as a special educator in both public and private settings, in middle and high school settings.</p>
About the Author
<p>Elizabeth Michael is a graduate research and teaching doctoral candidate at The University of Alabama in the Special Education and Multiple Abilities department. She is currently working toward the completion of her dissertation study focused on function‑based interventions.</p> <p>Vicki Koslin Howell completed her educational doctorate from Nova Southeastern University in 2017. Her research focuses broadly on special education, with special interests in autism and intellectual disabilities in the middle, high school, and transition ages. Her teaching experience includes 10 years serving as a special educator in both public and private settings, in middle and high school settings.</p>