School Program Faculty
Core Program Faculty
Shauna M. Cooper, Ph.D., University of Michigan-Ann Arbor, Assistant Professor
Socio-contextual factors influencing the educational and health-related outcomes of African American children and adolescents; positive development among African American youth; developmental transitions (e.g., transition to middle school) and school adjustment; understanding the interplay between education and health. Dr. Cooper is also interested in the development of culturally-sensitive and developmentally-appropriate programming (e.g., academic enrichment; health promotion) for youth of color.
Scott Decker, Ph.D., Ball State University, Assistant Professor
Neuropsychology, neuropsychology of reading and reading assessment, diagnostic decision-making, and evolutionary psychology. Dr. Decker has worked on numerous test projects including the Woodcock-Johnson Third Edition Tests of Cognitive Abilities and Tests of Achievement, the WJ III Diagnostic Supplement, Dean-Woodcock Neuropsychological Assessment System, and Stanford-Binet Fifth Edition.
Kimberly J. Hills, Ph.D., University of South Carolina, Clinical Assistant Professor
Prevention and intervention for at-risk youth, middle to high school transition, adolescent well-being, teacher well-being, positive psychology, and longitudinal investigations of the interrelationships of adolescent well-being, stressful life events, personality, psychopathological symptomatology; and life outcomes.
E. Scott Huebner, Ph.D., Indiana University, Professor
Development of a positive (vs. pathology-based) school psychology; examination of the comparability of children's positive well-being measures across countries (e.g., Spain vs. US) and across cultural groups (e.g., African American vs. Euro-American adolescents); longitudinal investigations of the interrelationships of positive well-being measures, stressful life events, personality, and psychopathological symptomatology; determinants of school satisfaction in adolescents; and the utility of positive well-being measures with children and youth with mental disabilities.
Stacy-Ann A. January, Ph.D., University of Georgia, Assistant Professor
Prevention; data-based decision making in schools; universal screening; progress monitoring; interventions for students at risk for disabilities; Response to Intervention/Multi-Tiered Systems of Support frameworks; etiology of child academic and behavioral difficulties; parental involvement.
Samuel McQuillin, Ph.D. University of South Carolina, Assistant Professor
Youth mentoring; motivational interviewing; school- and community-based services to prevent and reduce disruptive and delinquent behavior; mental health promotion in schools; quantitative methods; and program evaluation.
Jane Roberts, Ph.D., University of North Carolina, Chapel Hill, Professor
Biological mechanisms that underlie cognitive and behavioral functioning in children and adults with neurodevelopmental disorders such as autism; fragile X syndrome; and AD/HD.
Mark D. Weist, Ph.D., Virginia Tech, Professor
Children, adolescents and families; school mental health; positive behavior intervention and support; quality assessment and improvement; family engagement and empowerment; evidence-based practice; cognitive behavioral therapy; trauma focused intervention; interdisciplinary and cross-systems collaboration; systems analysis and change; policy influence. Dr. Weist directed a national center for school mental health for 15 years and edits the journal, Advances in School Mental Health Promotion (www.schoolmentalhealth.co.uk). He is active in the Clinical/Community and School programs.
Nicole Zarrett, Ph.D., University of Michigan, Associate Professor
Developmental Systems models and pattern-centered approaches to the study of youth in context; Processes within the individual and between the individual and their multiple environments (family, school, peer, and neighborhood); The relation between youth participation in constructive (e.g., sports, school clubs) and unconstructive (e.g., television) extracurricular activities and healthy developmental pathways; Promoting healthy diet and physical activity in underserved adolescence; Motivational development in adolescents.
Erik Drasgow, Ph.D., Department of Special Education, University of South Carolina, College of Education
Mitch Yell, Ph.D., Department of Special Education, University of South Carolina, College of Education
Bradley, Smith, Ph.D., Department of Psychology, University of Houston
Patricia Motes, Ph.D., Institute for Families and Society, University of South Carolina
Kim Cornish, Ph.D., School of Psychology and Psychiatry, Monash University
Dr. Allison Randel, Psy.D. Licensed Psychologist, Research Postdoctoral Fellow Arnold School of Public Health; Clinical Psychology Director of the Autism Academy
Mary Ellen Warren Ph.D., Associate Professor of Clinical Neuropsychiatry and Behavioral Science, USC School of Medicine
Adjunct Program Instructors
Gail Elmore, Ph.D., University of South Carolina, 2006
Mark Posey, Ph.D., University of South Carolina
Developmental pediatric specialist.
Distinguished Professor Emeriti
Richard J. Nagle, Ph.D., Columbia University
Frederic J. Medway, Ph.D., University of Connecticut