Skip to Content

College of Education


Faculty and Staff

Katie Wolfe, Ph.D.

Title: Assistant Professor
Department: Educational Studies - Special Education
College of Education
E-mail: kmwolfe@mailbox.sc.edu
Phone: 803-777-8260
Office:

Wardlaw 235B

Katie Wolfe

Education

Dr. Wolfe earned her Ph.D. in Disability Disciplines and Applied Behavior Analysis from Utah State University, her MS in Elementary Education from Mercy College and BA in History from the University of Virginia. She is also a Board Certified Behavior Analyst.

Expertise

Autism, applied behavior analysis, early childhood special education, single-subject methodology

Research

Dr. Wolfe's research interests include the development and implementation of interventions to promote language and communication skills in young children with autism, the synthesis of single-subject research to identify empirically-supported treatments, and the use of technology in training individuals to analyze single-subject data. She is also interested in parent and practitioner training.

Biography

Dr. Katie Wolfe is an assistant professor of Early Childhood Special Education in the Department of Educational Studies. Before pursuing her PhD at Utah State University, she worked in various capacities and settings with young children with autism and their families. Her research interests include the development and implementation of interventions to promote language and communication skills in young children with autism, the synthesis of single-subject research to identify empirically-supported treatments, and the use of technology in training individuals to analyze single-subject data. She is also interested in parent and practitioner training. Dr. Wolfe is a Board Certified Behavior Analyst who teaches courses in early childhood special education, autism, and applied behavior analysis.

Selected research studies

An Evaluation of a Computer-Based Training on the Visual Analysis of Single-Subject Data

The Effectiveness of the Language for Learning Curriculum for Young Children with Autism

A Preliminary Investigation of a Video-Based Preference Assessment for Preschoolers with Autism

Selected publications

Sellers, T.P., Kelley, K.N., Higbee, T.S., & Wolfe, K. (in press). Assessing strategies to increase mand variability in preschoolers with autism. The Analysis of Verbal Behavior.

Drasgow, E., Martin, C., Chezan, L., Wolfe, K., & Halle, J. (in press). Mand training: An examination of response class structure in three children with autism and severe language delays. Behavior Modification.

Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., & Ross, S. W. (2015). A systematic review of the empirical support for Check-In/Check-Out. Journal of Positive Behavior Interventions. doi: 10.1177/1098300715595957.

Wolfe, K., & Slocum, T.A. (2015). A comparison of two approaches to training visual analysis of AB graphs. Journal of Applied Behavior Analysis, 48(2), 472-477.

Wolfe, K., Slocum, T.A., & Kunnavatana, S.S. (2014). Promoting behavioral variability in individuals with autism spectrum disorders: A literature review. Focus on Autism and Other Developmental Disabilities 29(3), 180-190.

Slocum, T.A., Detrich, R., Wilczynski, S.M., Spencer, T.D., Lewis, T., & Wolfe, K. (2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37, 41-56.

Wolfe, K., & Duran, L.K. (2013). Culturally and linguistically diverse parents’ perceptions of the IEP process: A review of current research. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 4-18.

Snyder, K., Higbee, T.S., & Dayton, E. (2012). Preliminary investigation of a video-based stimulus preference assessment. Journal of Applied Behavior Analysis, 45 (2), 413-418.

O’Keefe, B.V., Slocum, T.A., Burlingame, C., Snyder, K., & Bundock, K. (2012). Comparing results of systematic reviews: Parallel reviews of research on repeated reading. Education and Treatment of Children, 35(2), 333-366.

Snyder, K., Lambert, J.M., & Twohig, M.P. (2011). Defusion: A behavior-analytic strategy for addressing private events. Behavior Analysis in Practice, 4(2), 4-13.