Kellie-Anne is a Masters level trained School Psychologist from the beautiful island of Jamaica, and is a student in the Doctoral Special Education program, with a focus on Early Intervention and Early Childhood Special Education. She spent most of her 16-year School Psychology practice working in inclusive early childhood settings. Her research interests are focused on the utilization of co-regulation strategies and effective coaching interventions for caregivers of children with developmental disabilities. She aspires to improve Early Childhood Special Education teacher preparation programs, preparing future educators to utilize social-emotional learning and family-centered practices.

Yitong Jiang is an international doctoral student from China. She holds both a bachelor’s and a master’s degree in Special Education from Beijing Normal University and is a Board Certified Behavior Analyst (BCBA). With nearly a decade of experience working with families, teachers, and young children with autism, she is now pursuing a doctorate in Special Education to further her research experience. Her academic interests include evidence-based practices for enhancing self-regulation development in young children on the autism spectrum, caregiver co-regulation strategy coaching, self-regulation measure development, and naturalistic developmental behavioral interventions. 

Seulbi Lee is a PhD candidate in Special Education specializing in educational data science and quantitative research methods. Her academic journey includes bachelor's and master's degrees in special education from the University of Maryland and teaching experience in elementary classrooms. Seulbi's primary research is centered around specific reading comprehension difficulties, academic support for students with Autism Spectrum Disorder (ASD) and developmental disabilities, and technology-enhanced learning practices. She is interested in broadening her research scope to encompass international development for inclusive education and raising disability awareness in low- and middle-income countries, particularly in the areas of reading and literacy.

Saratessa Palos is a dedicated educator with over a decade of experience in various educational and clinical roles. She holds a Bachelor's in Child Development from California State University, Sacramento, master's degrees in Special Education and Psychology from the University of San Francisco and the University of West Florida, and has advanced training in Applied Behavior Analysis (ABA) from the Florida Institute of Technology. She is now pursuing doctoral studies, researching the development of social-emotional competence (SEC) in early childhood, adaptive interventions to support SEC, and implementation science for the scalable, replicable impact of evidence-based practices in early childhood education.