Natalie Andzik, Ph.D.
Associate Professor, Special Education


Special and Early Education (SEED)


  • Ph.D., The Ohio State University, Special Education and Applied Behavior Analysis
  • BCBA-D, Doctoral Level Board Certified Behavior Analyst
  • M.A., California State University, Sacramento, Special Education
  • B.A., University of California, Davis, Human Development

Research Interests

Natalie Andzik, Ph.D., is an associate professor in the Department of Special and Early Education at Northern Illinois University. Natalie comes to NIU from The Ohio State University where she earned a Ph.D. in Special Education and Applied Behavior Analysis. Her research interest grew from being a special educator in California for eight years. There, she worked with students with mild to profound disabilities and supported teams when making intervention and placement decisions. When making decisions for students, Natalie found that the number one determining factor that decided their future was their ability to independently communicate.

Natalie's research focuses on supporting communication independence among individuals with intellectual and developmental disabilities. From her perspective, as a former special education teacher, she believes that teachers, paraeducators, and other school-based practitioners benefit from support when implementing evidence-based practices. Natalie has published numerous articles in special education and applied behavior analysis journals including Exceptional Children and Teaching Exceptional Children.


  • SESE 320/520 - Disability in Film
  • SESE 417/554 - Positive Behavior Support and Classroom Management for Special Educators
  • SESE 456/556 - Methods for Collaboration and Inclusion for Elementary Education Teachers
  • SESE 461/552 - Assistive Technology for Individuals with Autism and Multiple Disabilities
  • SESE 709 - Advanced Applied Behavior Analysis and Research-Based Interventions for Individuals with Autism Spectrum Disorder
  • SESE 710 - Behavioral Applications and Consultation in School and Community Settings
  • SESE 692/792 - Seminar: Single Case Research Methodologies for Behavior Analysts

Recent Publications

Andzik, N. R., LaRouech, A, and Gladfelter, A. (in-press). Augmentative and Alternative Communication: From Assessment to Implementation—A Parent’s Perspective. Submitted to Perspectives of the ASHA Special Interest Groups.

Kranak, M.P., Andzik, N. R., Jones, Chloe, and Hall, H. (online first) A systematic review of supervision research and practices of Board Certified Behavior Analysts. Behavior Analysis in Practice.

Tofte, M. and Andzik, N. R. (2023). Productivity in Projects: Adjusting Project-Based Learning for Students with Autism. Inclusive Practices, 3 (2–3), 63–71.

Andzik, N. R., Walker, V. L., Pennington, R. C., Tapp, M. C., and Masud, A. M. (2023). Preparing teachers to work with students with extensive support needs and complex communication needs: Expert perspectives. Education and Training in Autism and Developmental Disabilities, 58(4), 408­–421.

Andzik, N. R., Baker, S. N., and Koehler, K. (2023). The perceptions and experiences of non-traditional students in teacher licensure programs. Journal of Teacher Education, 74(1), 101–112.

Kranak, M.P., Andzik, N. R., and Falligant, J. M. (2023). Evaluating sources of continuing education and professional development used by behavior analysts. Behavior Analyst in Practice, 16(3), 849–859.

Andzik, N. R., Conderman, G., Walker, D. A., and Koehler, K. (2022). Navigating an undergraduate teacher licensure program as a non-traditional student. Journal of Mid-Western Educational Researcher.

Heinz, S. N., and Andzik, N. R. (online). Remote learning strategies for students with emotional and behavioral disorders. Beyond Behavior.

Andzik, N. R., Baker, S. N., and Koehler, K. (online). The perceptions and experiences of non-traditional students in teacher licensure programs. Journal of Teacher Education.

Hamilton, V., Onder, Y., Andzik, N. R., and Reeves, T. D. Do data-driven decision-making efficacy and anxiety inventory scores mean the same thing for preservice and in-service teachers? (online). Journal of Psychoeducational Assessment.

Walker, V. L., Pennington, R. C., Andzik, N. R., Tapp, M. C., and Werner, A. M. (2022). Pre-service teachers’ preparation in communication instruction for students with extensive support needs. Research and Practice for Persons with Severe Disabilities (RPSD). 47(1), 57–64.

Andzik, N. R., and Chung, Y. (2022). Augmentative and alternative communication for adults with complex communication needs: A review of single-case research. Communication Disorders Quarterly.


Walker, S. F., and Andzik, N. R. (2021) Assessment and Treatment of Stereotypy Associated with Augmentative and Alternative Communication Devices. Submitted to the College of Education Research and Partnership Grant. Northern Illinois University, DeKalb, IL. ($5,000) Co-Investigator

Andzik, N. R. (Fall, 2021). Student Engagement Fund, Representation of Disability in Film: Underrepresentation and Misrepresentation. Northern Illinois University, Student Engagement Fund. ($2,700) Principal Investigator.

Andzik, N. R. (2021). Parents as Communication Advocates for Children with Disabilities. Northern Illinois University. ($9,850). Principal investigator.

Kurth, J. A., Zagona, A. L., and Wegner, J. (2020-2025). Inclusive Interdisciplinary Supports and Training for Positive, Rigorous Education and Communication Outcomes. Office of Special Education Programs, Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs, (Focus Area B). CFDA 84.325K. ($1,250,000) External Evaluator.

Andzik, N. R., and Koehler, K. (2019). Student Engagement Fund, The Value of the Non-Traditional Teacher Candidate. Northern Illinois University, Student Engagement Fund. ($2,500) Principal Investigator.

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