Visiting Lecturer - Elementary and Special Education

Dr. Fuller's research focuses on empowering families, educators, and researchers by helping them increase their implementation skills during interventions through utilization of coaching and performance feedback with children with behavior disorders, autism, and/or complex communication needs.

His work includes featured presentations on the effectiveness of implementing coaching at the DADD, TECBD, TED and CEC. In addition, he assisted in the facilitation of workshops and data collection in school districts within Texas and Louisiana.

Currently, his research focuses on using coaching and performance feedback to increase the use of social, academic and culturally appropriate EBP with stakeholders involved in special education.


Carrero, K, & Fuller, M. C. (under review). Teaching adolescents with autism to text message requests using video prompting.

Haas, A., Vannest, K. J., Thompson, J. L., & Fuller M. C. (under review). Understanding the effect size of peer-mediated academic instruction: A meta-analysis.

Haas, A., Vannest, K. J., Thompson, J. L., & Fuller M. C., Wattanawongwan, S. (under review). Peer-mediated instruction and academic outcomes for students with autism spectrum disorders: A comparison of quality indicators.

Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A., Peltier, C., Fuller, M. C., & Ura, S. K. (under review). A meta-analysis of single-case studies using video analysis as an intervention with special educators: Effects on participant and instructional characteristics.

Liao, C., Ganz, J.B., Wattanawongwan, S., Haas, A., Fuller, M. C.., Ura, S.K., Morin, K.J., (under review), Parent-coaching in a multimodal communication intervention for children with autism.

Fuller, M. C., (under review). Use of behavior skills training to increase school staff’s implementation of behavioral interventions in students.

Peltier, C., Vannest, K. J., Morin, K. L., Sallese, M. R., Pulos, J. M., Fuller, M.C., Liao, C. Y., & Smith, S. (in press). Screening decisions utilizing mathematics curriculum-based measures: Current validity evidence and future directions.

Carrero, K.M., Baker, D., & Fuller, M.C. (2019). Working with Diverse Students. Educating Students with Intellectual Disability and Autism Spectrum Disorder, Book 2: Foundational Concepts for Leadership and Collaboration. Arlington, VA: Council for Exceptional Children

Fuller, M. C., Ura, S. K., & Vannest, K. J. (2019). Improving cooperation skills through a mnemonic for self-monitoring. Intervention in School and Clinic, 1053451219881712.

Morin, K., Ganz, J. B., Vannest, K. J., Haas, A., Peltier, C., Fuller, M. C., & Ura, S. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 0022466918798361.

Associations and Affiliations

  • Council for Exceptional Children (CEC) 2017-2021
  • Division on Autism and Developmental Disabilities (DADD) 2017-2021
  • Council for Children with Behavioral Disorders (CCBD) 2017-2021
Marcus Fuller

Areas of Expertise and/or Research

  • Special Education
  • Instructional Coaching 
  • Performance Feedback
  • Peer Tutoring
  • Behavior and Classroom Management     
  • STEM Educational Grants
  • Evidence Based Practices
  • Elementary and Special Education


  • Ph.D., Educational Psychology (Special Education), Texas A&M University
  • M.S.Ed., Special Education (PreK-8th Grade), Shippensburg University of Pennsylvania
  • B.S., Childhood Education (PreK-4th Grade), Bloomsburg University of Pennsylvania
  • B.A., Psychology, Bloomsburg University of Pennsylvania