Angus Kittelman

Angus Kittelman serves as an Assistant Professor in the Department of Special Education at the College of Education & Human Development at the University of Missouri. His academic journey and professional endeavors are deeply rooted in the exploration of positive behavioral interventions and supports within high school settings. Kittelman's research is particularly focused on implementation science and systems change, aiming to enhance school-based interventions for students grappling with emotional and behavioral challenges. Before his tenure at the University of Missouri, Kittelman honed his research skills as a research associate at the University of Oregon. This experience laid a solid foundation for his current work, allowing him to delve into the complexities of multi-tiered systems of support and preventative interventions. His expertise in these areas has made him a sought-after figure in the field of special education, particularly in the context of supporting students with emotional and behavioral difficulties. Kittelman's contributions to the field have been recognized through funding from prestigious bodies such as the Institute of Education Sciences and the Office of Elementary and Secondary Education/Education Innovation and Research. These grants have enabled him to further his research and develop innovative strategies that are both practical and impactful in educational settings. In addition to his research and teaching responsibilities, Kittelman is actively involved with various professional organizations. His affiliations provide him with a platform to collaborate with fellow experts and contribute to the ongoing discourse on effective educational interventions. Through these engagements, he continues to advocate for evidence-based practices that support the well-being and academic success of students. Kittelman's work is characterized by a commitment to bridging the gap between research and practice. By focusing on the implementation of effective interventions, he aims to foster environments where students with emotional and behavioral problems can thrive. His dedication to this cause is evident in his ongoing efforts to refine and disseminate strategies that promote positive outcomes in educational settings.