Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs (9th ed.). Columbus, OH: Pearson Merrill Prentice-Hall.
Browder, J., & Knopf, H.T., (2014). Being a man in the early childhood classroom: Challenging some assumptions
about our roles and responsibilities. In L. W. Waston (Ed.) It takes team effort: Men and women working together to enhance children’s lives.
Brown, W. H., Knopf, H. T., Conroy, M. A., Googe, H. S., & Greer, F. (2013). Preschool inclusion and response to intervention (RTI) for children with
disabilities. In V. Buysse & E. Peisner-Feinberg. Handbook of response to intervention (RTI) in early childhood. Baltimore: Paul H. Brookes.
Hitti, A., Mulvey, K. L., & Killen, M. (2011). Exclusion in adolescent peer relationships. In R. Levesque
(Ed.), Encyclopedia of adolescence (pp. 2783-2792). NY: Springer Press.
Hott, B. L., & Limberg, D. (in press). Positive behavioral supports: What really works at the secondary level.
What Really Works in Education.
Marshall, K., Brown, W. H., Conroy, M. A., & Knopf, H. (2011). Early intervention and prevention of disability: Preschoolers. In J. M. Kauffman
& D. P. Hallahan (Eds.), Handbook of special education (pp. 703-714). New York: Routledge.
Killen, M., Hitti, A., & Mulvey, K.L. Social development and intergroup relations. In J. Simpson & J. Dovidio (Associate
Eds.), APA Handbook of Personality and Social Psychology, Vol.2: Interpersonal Relations and Group Processes. Washington, D.C.: APA Press.
Mulvey, K. L., Hitti, A., & Killen, M. (2013). Intentionality, morality, and exclusion: How children
navigate the social world. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children and other species can teach us. (pp. 377-384). Oxford: Oxford University Press.
Ohrt, J. H., Limberg, D., & Ware, J. N. (2013). Integrating play techniques with students experiencing academic
challenges. In J. R. Curry & L. Fazio-Griffith (Eds.). Integrating play techniques in comprehensive school counseling programs (pp.125-148). Charlotte, NC: Information Age Publishers.
Ohrt, J. H., Ware, J. N., & Limberg, D. (2013). Using play techniques for family substance abuse concerns. In J. R. Curry
& L. Fazio-Griffith (Eds.). Integrating play techniques in comprehensive school counseling programs (pp. 43-65). Charlotte, NC: Information Age Publishers.
Williams, R. & Knopf, H.T., (2014). Being in the minority: Comparing and contrasting the perspective of two early childhood
professors. In L. W. Waston (Ed.) It takes team effort: Men and women working together to enhance children’s lives. Redleaf Press.
Knopf, H. T. & Welsh, K. L. (2010). Infant/Toddler Materials Guide. Yvonne & Schuyler Moore Child Development Research Center, University of South Carolina,
Knopf, H. T. & Welsh, K. L. (2010). Preschool Materials Guide. Yvonne & Schuyler Moore Child Development Research Center, University of South Carolina,
Knopf, H. T., Kagan, S.L., Marsh, J, Noble, L, & Stegelin, D.A. (2009). Foundation of Excellence: South Carolina’s Core Competencies for Early Childhood Teachers/Caregivers
and Program Administrators. Greenville, South Carolina: South Carolina Center for Child Care Career Development.
Peer reviewed articles
Lee, J., Stodden, D.F., & Gao, Z., (in press). Young Children’s Energy Expenditure and Moderate-to-vigorous
Physical Activity on Weekdays and Weekends. Journal of Physical Activity & Health.
Gao, Z., Chen, S., Stodden, D.F., Xiang, P., Huang, C. (in press). Investigating elementary school children’s daily
physical activity and sedentary behaviors during weekdays. Journal of Sports Sciences.
Henrique R.S., Ré, A.H., Stodden, D.F., Fransen, J., Campos, C.C., Queiroz, D.R., Cattuzzo, M.T. (in press). Association
between sports participation, motor competence and weight status: A longitudinal study.
Journal of Science & Medicine in Sport.
Logan, S.W., Barnett, L.M., Goodway, J.D., & *Stodden, D.F. (2016). Comparison of performance on process- and product-oriented assessment of
fundamental motor skills across childhood. Journal of Sports Sciences. DOI:10.1080/02640414.2016.1183803
De Meester, A., Maes, J., Stodden D.F., Cardon, G., Goodway, J.D., Lenoir, M., Haerens, L. (2016). Identifying profiles of
actual and perceived motor competence among adolescents: associations with motivation,
physical activity and sports participation. Journal of Sports Sciences. 1-11 http://dx.doi.org/10.1080/02640414.2016.1149608
Barnett, L.M., Stodden, D.F., Kohen, C.E., Smith, J.J., Lubans, D.R.,…Morgan, P.J. (2016). Fundamental movement
skills: An important focus. Journal of Teaching in Physical Education. 35, 219 -225 http://dx.doi.org/10.1123/jtpe.2014-0209.
Rodriguez, L.P., Stodden D. F. Lopes, V. P. (2016). Developmental pathways of change in health-related fitness and
motor competence are related to obesity development in childhood. Journal of Science & Medicine in Sport, 19, 87-92. http://dx.doi.org/10.1016/j.jsams.2015.01.002.
Khodaverdi, Z., Bahram, A., Stodden, D.F., Kazemnejad, A. (2015). The relationship between motor skill competence and physical
activity in children: Mediating roles of perceived motor competence and health-related
physical fitness. Journal of Sports Sciences. 1-7 DOI: 10.1080/02640414.2015.1122202.
Stodden, D.F., Nesbitt, D., & Sacko, R. (2015). Review of youth physical fitness indices and health. American Journal of Lifestyle Medicine. DOI:10.1177/1559827615619577.
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015).
Motor competence and its effect on positive developmental trajectories of health.
Sports Medicine, 45(9), 1273-1284.
Ferkel, R.C., Stodden, D.F., Judge, L.W., Griffin. K., & Hamman, D. (2015). Relationship between health-related
fitness knowledge and physical fitness. International Journal of Physical Education, Sports and Health, 1(6), 76-82.
Smith, J. J., Morgan, P. J., Plotnikoff, R. C., Stodden, D. F., & Lubans, D. R. (2015). Mediating effects of resistance training skill competency on health-related fitness
and physical activity: the ATLAS cluster randomized controlled trial. Journal of Sports Sciences. DOI:10.1080/02640414.2015.1069383.
Cattuzzo, M. T., Henrique, R. S., Re, A., H., de Olivera, I. S., Melo, B. M., de Sousa
Moura, de Araujo, R. C., Stodden, D. F., (2015). Motor competence and health-related physical fitness in youth: A systematic
review. Journal of Science & Medicine in Sport. DOI:10.1016/j.jsams.2014.12.004.
Gao, Z., Chen, S., & Stodden, D.F. (2015). A comparison of children’s physical activity levels in physical education,
recess and school-based exergaming. Journal of Physical Activity and Health. DOI: 10.1123/jpah.2013-0392.
Stodden, D. F., Gao, Z., Langendorfer, S. J. Goodway, J. D. (2014). Dynamic relationships between
motor skill competence and health-related fitness in youth. Pediatric Exercise Science, 26(3), 231-241. dx.doi.org/10.1123/pes.2013-0027.
Lopes, V. P., Stodden, D. F. Rodrigues, L. P. (2014). Cross-sectional trajectories of motor coordination across
childhood: Associations with weight status. Child: Care, Health & Development. 1-9. DOI:10.1111/cch.12127.
Lai, S. K., Costigan, S. A., Morgan, P. J., Lubans, D. R., Stodden, D. F., Salmon, J. & Barnett, L. M. (2014). Do school-based interventions focusing on physical
activity, fitness or fundamental movement skill competency produce a sustained impact
in these outcomes in children and adolescents? A systematic review of follow-up studies.
Sports Medicine, 44, 67-79. DOI:10.1007/s40279-013-0099-9.
Ferkel, R., Judge, L.W., Stodden, D. F., & Griffin L. K. (2014). The importance of health-related fitness knowledge to increasing
physical activity and physical fitness. The Physical Educator, 71(2), 218-233.
Bell, H., Limberg, D., & Robinson, E. H. (2013). Recognizing trauma in the classroom: A practical guide
for educators. Childhood Education, 89(3),129-145.
Bell, H., Limberg, D., Jacobson, L., & Super, J. T. (in press). Enhancing counselor-in training self-awareness
by infusing creativity in the pedagogy of a play therapy course. Journal of Creativity in Mental Health.
Beets, M.W., Huberty, J., Beighle, A., Moore, J.B., Webster, C., Ajja, R., & Weaver, G. (2013). Impact of policy environment characteristics on physical
activity and sedentary behaviors of children attending afterschool programs. Health Education & Behavior, 40(3), 296-304.
Beets, M.W., Weaver, R.G., Beighle, A., Webster, C., & Pate, R.R. (in press). Physical activity levels of children attending day-long
summer camps. Journal of Physical Activity and Health.
Beets, M.W., Weaver, R.G., Moore, J., Turner-McGrievy, G., Pate, R. Webster, C., & Beighle, A. (2014). From policy to practice: Strategies to meet physical activity
standards in YMCA afterschool programs. American Journal of Preventive Medicine, 46(3), 281-288.
Beets, M.W., Webster, C.A., Saunders, R., & Huberty, J.L. (2013). Translating policies into practice: A framework
to prevent childhood obesity in afterschool programs. Health Promotion Practice,14, 228-237.
Bouck, E., Flannagan, S., Miller, B., (2012). Rethinking everyday technology as assistive technology to meet students
IEP goals. Journal of Special Education Technology, Technology and Media, 27(4), 47-57.
Doughty, T., Miller, B., Shurr, J., & Wiles, B., (2013). Portable and accessible video modeling: Teaching
a series of novel skills within school and community settings. Journal of Autism and Developmental Disabilities, 48, (2), 147-163.
Farmer, T. W., Irvin, M. J., Leung, M-C., Hutchins, B. C., Petrin, R., & Hall, C. (in press). Externalizing and
internalizing behavior problems, peer affiliations, and bullying involvement across
the transition to middle school. Journal of Emotional and Behavioral Disorders.
Freeman, N.K., & Knopf, H.T. (2007). Learning to speak in a professional voice: Initiating preservice teachers
into being a resource for parents. Journal of Early Childhood Teacher Education, 28, 141-152.
Goh, T.L., Hannon, J., Newton, M., Webster, C., Podlog, L., & Pillow, W. (2013). I’ll squeeze it in”: Transforming preservice classroom
teachers’ perceptions toward movement integration in schools. Action in Teacher Education, 35(4), 286-300.
Goh, T.L., Hannon, J., Webster, C., Podlog, L., Brusseau, B., & Newton, M. (2014). Chapter 7: Effects of a classroom-based
physical activity program on children’s physical activity levels. Journal of Teaching in Physical Education, 33, 558-572.
Hale, C.M., Knopf, H., Kemple, K.M. (2006). Tackling teacher turnover in childcare: Understanding causes
and consequences, identifying solutions. Childhood Education, 82, 219-226.
Hitti, A., Mulvey, K.L., Rutland, A., Abrams, D., & Killen, M. (in press). When is it okay to exclude a member
of the ingroup?: Children's and adolescents' social reasoning. Social Development.
Hitti, A., Mulvey, K. L., & Killen, M. (2011). Social exclusion and culture: The role of group norms, group
identity, and fairness. Anales de Psicologia: Special Issue: Prejudice: Sociodevelopmental Perspectives, 27, 587-599.
Irvin, M. J., Hannum, W. H., de la Varre, C., Farmer, T. W., & Keane, J. (2012). Factors related
to rural school districts' satisfaction with distance education. Distance Education, 33, 331-345. doi:http://dx.doi.org/10.1080/01587919.2012.723163
Irvin, M. J. (2012). Role of student engagement in the resilience of African American adolescents
from low income rural communities. Psychology in the Schools, 49, 176-193. doi:10.1002/pits.20626
Irvin, M. J., Byun, S-Y., Meece, J. L., Farmer, T. W., & Hutchins, B. C. (2012). Educational
barriers of rural youth: Relation of individual and contextual difference variables.
Journal of Career Assessment, 20, 71-87. doi:10.1177/1069072711420105
Irvin, M. J., Farmer, T. W., Weiss, M. P., Meece, J. L., Byun, S-Y., McConnell, B., & Petrin,
R. A. (2011). Perceptions of school and postsecondary aspirations of rural high school
students with learning disabilities and their nondisabled peers. Learning Disabilities
Research & Practice, 26, 2-14. doi:10.1111/j.1540-5826.2010.00320.x
Hughey, S. M., Weaver, R. G., Saunders, R. P., Webster, C., & Beets, M. W. (2014). Process evaluation of an intervention to increase child activity
levels in afterschool programs. Evaluation and Program Planning, 45, 164-170.
Killen, M., Mulvey, K. L., & Hitti, A. (2013). Social exclusion in childhood: A developmental intergroup perspective. Child Development, 84, 772-790. doi: 10.1111/cdev.12012
Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2013). Development of intra- and intergroup judgments in the context
of moral and social-conventional norms. Child Development, 84, 1063-1080. doi: 10.1111/cdev.12011
Killen, M., Mulvey, K.L., Hitti, A., & Rutland, A. (2012). What works to address prejudice? Look to developmental
science research for the answer. Brain and Behavioral Sciences. 35, 29. (Commentary). doi:10.1017/S0140525X12001410
Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor:
Morally-relevant theory of mind. Cognition, 119, 197-215. doi: 10.1016/j.cognition.2011.01.006
Knopf, H.T. & Brown, M. (2009). Lap-reading with kindergartners: So much more than literacy development.
Young Children, 64(5), 80-87.
Knopf, H. T., & Swick, K. J. (2008). Using our understanding of families to strengthen family
involvement. Early Childhood Education Journal, 35(5), 419-427.
Knopf, H. T., & Swick, K. J. (2007). How Parents Feel About Their Child’s Teacher / School: Implications
for Early Childhood. Early Childhood Education Journal, 34(4), 291-296.
Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2013). Doctoral education students’ levels of research knowledge,
research self-efficacy, and interest in research: A cross-sectional investigation.
Journal of Innovative Higher Education, 39(2), 139-153.
Lavenda, O., Hunter, B., McInerney, N., Bolick, L., Haselden, C., Tester, D., Knopf, H., Ha, Y. (2011).Administrative data as children’s well-being indicators: The South
Carolina data bridge project. Child Indicators Research. 4(3), 493-451, DOI: 10.1007/s12187-010-9096-9
Limberg, D….Lambie, G. W. (2013). Professional identity development of counselor education doctoral
students: A qualitative investigation. The Professional Counselor: Research and Practice, 3(1), 40-53.
Limberg, D. & Shokouhi, A. (in press). An interview with Judith Miranti: A servant leader and
advocate for ASERVIC. Counseling & Values Journal.
Miller, B., & Taber-Doughty, T. (2014). Self-monitoring checklists for inquiry problem-solving:
Functional problem-solving methods for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 555-567.
Miller, B., Krockover, G. H., & Doughty, D., (2013). Using iPads to teach inquiry science to
students with intellectual disabilities: A pilot study. Journal of Research in Science Teaching, 50 (8), 887-911.
Miller, B. (2012). Inquiry methods for students with significant cognitive disabilities: Access
to general science curriculum. Teaching Exceptional Children, 44 (6), 16- 25
Mulvey, K.L., Hitti, A., Rutland, A. Abrams, D. & Killen, M. (in press). When do children dislike
ingroup members?: Resource allocation from individual and group perspectives. Journal of Social Issues.
Mulvey, K. L., Hitti, A., & Killen, M. (2010). The development of stereotyping and exclusion. Wiley
Interdisciplinary Reviews: Cognitive Science, 1, 597-606.
Price, E., & Limberg, D. (2013). Addressing the mental health needs of gay veterans: A group counseling approach.
Journal of Military and Government Counseling, 1(1), 26-39.
Richardson, C., Mulvey, K.L., & Killen, M. (2012). Extending social-domain theory through a process-based account
of moral judgments. Human Development. 55, 4-25. doi: 10.1159/000335362.
Richardson, C., Hitti, A., Mulvey, K.L. & Killen, M. (2013). Social exclusion: The interplay of group goals and individual
characteristics. Journal of Youth and Adolescence, 42. doi: 10.1007/s10964-013-9967-8.
Rogers, D., Bolick, C., Anderson, A., Gordon, E.M., Manfra, M., & Yow, J. A. (2007). It's about the kids: Transforming teacher-student relationships through action
research. The Clearing House, 80(5), 217-221.
Russ, L., Webster, C.A., Beets, M.W., & Phillips, D. (in press). Systematic review and meta- analysis of
multi-component interventions through schools to increase physical activity. Journal of Physical Activity and Health.
Shokouhi, A. & Limberg, D. (in press) Counseling preadolescents: Utilizing developmental cues to guide therapeutic
approaches. International Journal of Play Therapy.
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.
Strangis, D.E., Pringle, R., & Knopf, H. (2006). Road map or roadblock? Science lesson planning and pre-service teachers. ACTION in Teacher Education, 28(1), 73-84.
Swick, K., Knopf, H., Williams, R., & Fields, E. (2013). Family-school strategies for responding to the needs of children experiencing chronic
stress. Early Childhood Education Journal.
Tanyel, N., & Knopf, H.T. (2011). Does using digital media in assessment affect teacher practices in infant
and toddler classrooms? International Journal of Early Years Education, 19(4), 297-311
Vogler, K.E., Lintner, T., Lipscomb, G. B., Knopf, H., Heafner, T. L., Rock, T. C., (2007). Getting off the Back Burner: Impact of Testing
Elementary Social Studies as Part of a State-Mandated Accountability Program. Journal of Social Studies Research, 30(2), 20-34.
Weaver, R.G., Beets, M.W., Saunders, R., Beighle, A., & Webster, C. (2014). A comprehensive professional development training’s effect on afterschool
program staff behaviors to promote healthy eating and physical activity. Journal of Public Health Management and Practice, 20(4), E6-E14.
Weaver, R.G., Beets, M.W., Turner-McGrievy, G., Webster, C., Moore, J. (in press). The effect of a comprehensive competency based professional
development training on children’s physical activity and staff physical activity promotion
in summer day camps. New Directions in Youth Development.
Weaver, R.G., Beets, M., Webster, C., & Huberty, J. (2014). System for Observing Staff Promotion of Activity and Nutrition
(SOSPAN). Journal of Physical Activity and Health, 11, 173-185.
Weaver, R.G., Webster, C.A., & Beets, M. (2013). LET US Play: Maximizing physical activity in physical education. Strategies, 26(6), 33-37.
Webster, C. A., Beets, M. W., Weaver, R. G., Vazou, S., & Russ, L. (2015). Rethinking recommendations
for implementing Comprehensive School Physical Activity Programs: A partnership model. Quest, 67(2), 185-202.
Webster, C.A., Buchan, H., Perreault, M., Doan, R., Doutis, P., & Weaver, R. G. (in press). An exploratory study of elementary classroom teachers’
physical activity promotion from a social learning perspective. Journal of Teaching in Physical Education.
Webster, C.A., Caputi, P., Perreault, M., Doan, R., Weaver, G., & Doutis, P. (2013). Elementary classroom teachers’ adoption of physical activity promotion in
the context of a statewide policy: An innovation diffusion and socio-ecologic perspective. Journal of Teaching in Physical Education, 32(4), 419-440.
Webster, C.A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom
teachers’ efficacy beliefs, willingness to integrate movement, and perceived barriers
to movement integration. The Physical Educator, 70(3), 314-335.
Webster, C. A., Russ, L., Vazou, S., Goh, T. L., & Erwin, H. E. (in press). Integrating movement
in academic classrooms: Understanding, applying, and advancing the knowledge base. Obesity Reviews.
Webster, C. A., & Suzuki, N. (2014). Land of the rising pulse: A social-ecological perspective of
physical activity opportunities for schoolchildren in Japan. Journal of Teaching in Physical Education, 33, 304-325.
Wendt, O. & Miller, B., (2012). Quality appraisal of single-subject experimental designs: An overview and
comparison of different appraisal tools. Education and Treatment in Children, 35 (2) 235-268
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.
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. Advance online publication, 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.
Yow, J. A., Cook, D. A., & Hill, C. A. (accepted). Lessons learned from a community math project: Ethnomathematical
games and opportunities for teacher leadership. The Journal of Culture and Mathematics, 6(1).
Yow, J. A. (2012). Prospective teachers' beliefs about liberative and oppressive mathematics
teaching practices: A first step towards equitable instruction. Journal of Mathematics Teacher Education, 15(1), 83-96.
Yow, J. A. (2012). Mathematical Authobiographies. Mathematics Teacher, 106(1), 80.
Yow, J. A. (2011). Hurricane-Force Math. Mathematics Teaching in the Middle School, 17(1), 64.
Yow, J. A. (2010). "Visible but not noisy:" A continuum of secondary mathematics teacher leadership. International Journal of Teacher Leadership, 3(3), 43-78.
Yow, J. A. (2009). Two mathematics teachers talk about their teacher preparation experiences:
one an undergraduate degree and one a masters degree. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1(4).
Yow, J. A. (2008). Mathematics departments: From organizational structures to curricular groups.
Mathmate, 32(1), 24-28.
Yow, J. A. (2007). A mathematics teacher leader profile: Attributes and actions to improve
mathematics teaching & learning. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 9(2), 45-55.