Hoza, B., Shoulberg, E. K., Tompkins, C. L., Meyer, L. E., Martin, C. P., Krasner, A., Dennis, M., & Cook, H. (2021). Meeting a physical activity guideline in preschool and school readiness: A program evaluation. Child Psychiatry and Human Development,52(4),719-727. 10.1007/S10578-020-01055-9
Tompkins, C. L., Shoulberg, E. K., Meyer, L. E., Martin, C. P., Dennis, M., Krasner, A., Cook, H., & Hoza, B. (2020). Comparison of anthropometric METHODS and physical activity in preschoolers: 2158 Board #77 May 28 2:00 PM - 3:30 PM. Medicine and Science in Sports and Exercise,52(7S),574-574. 10.1249/01.MSS.0000680472.15006.FD
Meyer, L. E., Hoza, B., Martin, C. P., Shoulberg, E. K., Tompkins, C. L., Dennis, M., & Krasner, A. (2020). CATs to Kiddie CATS: Transforming an elementary physical activity curriculum for preschoolers. American Journal of Health Education,51(4),203-214. 10.1080/19325037.2020.1765905
Hoza, B., Shoulberg, E. K., Tompkins, C. L., Martin, C. P., Krasner, A., Dennis, M., Meyer, L. E., & Cook, H. (2020). Moderate‐to‐vigorous physical activity and processing speed: predicting adaptive change in ADHD levels and related impairments in preschoolers. Journal of Child Psychology and Psychiatry,(). 10.1111/JCPP.13227
Tompkins, C. L., Shoulberg, E. K., Meyer, L. E., Martin, C., Krasner, A., Dennis, M., & Hoza, B. (2019). Variations in preschoolersʼ physical activity across the school year: 713 May 29 4:00 PM - 4:15 PM. Medicine and Science in Sports and Exercise,51(Supplement),172. 10.1249/01.MSS.0000561019.64655.6E
Tompkins, C. L., Shoulberg, E. K., Meyer, L. E., Martin, C. P., Dennis, M., Krasner, A., & Hoza, B. (2019). Distinct methods for assessing compliance with a physical activity guideline for children in preschools. Journal of Physical Activity and Health,16(10),902-907. 10.1123/JPAH.2018-0703
Meyer, L. E., & Ostrosky, M. M. (2018). Identifying classroom friendships: Teachers’ confidence and agreement with children. Topics in Early Childhood Special Education, 38, 94-104.
Meyer, L. E., Patton, C., & Strolin-Goltzman, J. (2018). TIPS for tuning in: Trauma informed strategies for foster families and educators in supporting children with disabilities. In C. Corr & D. Miller (Eds.), Maltreatment and Toxic Stress (Young Exceptional Children Monograph No. 17, pp. 39-49). Washington, DC: Division for Early Childhood.
Meyer, L. E., & Yu, S. Y. (2018). Responsively supporting children during peer interaction interventions: Focusing on friendship. In J. McCollum, A. Santos, & J. Weglarz-Ward (Eds.), Interactions: Responsive Interactions to Support Child Development and Learning (DEC Recommended Practices Monograph Series No. 5). Washington, DC: Division for Early Childhood.
Meyer, L. E. (2017). Engaging families’ voices in policy and practice: A touchstone for our field. Burlington, VT: University of Vermont. Manuscript being prepared for publication review.
Meyer, L. E. (2017). From article to action: Fostering literacy skills for diverse learners across learning environments. Young Exceptional Children, 20, 145-147. doi: 10.1177/1096250617719382
Favazza, P. C, Ostrosky, M. M., Meyer, L. E., Yu, S., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: Alarming or status quo? International Journal of Inclusive Education, 21, 650-666. doi: 10.1080/13603116.2016.1243738
Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38, 3-23. doi: 10.1177/1053815116630327
Yu, S., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Leboeuf, L. (2016). Using teacher impression journals during efficacy studies to improve intervention effectiveness. Topics in Early Childhood Special Education, 35, 245-255. doi: 10.1177/0271121415590810
Meyer, L. E., Ostrosky, M. M., Yu, S., Favazza, P. C., Mouzourou, C., Leboeuf, L., & Park, H. (2016). Parents’ responses to a kindergarten classroom lending library component designed to support shared-reading at home. Journal of Early Childhood Literacy, 16, 256-278. doi: 10.1177/1468798415577870
Meyer, L. E., & Ostrosky, M. M. (2016). The impact of a class-wide affective intervention on the close friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35, 200-210. doi: 10.1177/0271121415571419
Curtiss, S., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Meyer, L. E., Snodgrass, M. R., … Halle, J. (2015). Bringing instructional strategies home: Essential questions for reaching parents from a distance. TEACHING Exceptional Children, 48, 159-167. doi: 10.1177/0040059915605816
Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the friendships of young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 34(3), 186-196. doi: 10.1177/0271121413513038
Meadan, H., Meyer, L. E., Snodgrass, M. R., Halle, J. W. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3-10. doi: 10.1177/875687051303200302
Books
Favazza, P. C., Ostrosky, M. M., Mouzourou, C., Leboeuf, L., Meyer, L. E., Yu, S., … Dorsey, E. (2015). The making friends program: Supporting acceptance in your K-2 classroom. Baltimore, MD: Paul H. Brookes.
Book Chapters
Meyer, L. E., Patton, C., & Strolin-Goltzman, J. (2018). TIPS for tuning in: Trauma informed strategies for foster families and educators in supporting children with disabilities. In C. Corr & D. Miller (Eds.), Maltreatment and Toxic Stress (Young Exceptional Children Monograph No. 17, pp. 39-49). Washington, DC: Division for Early Childhood.
Meyer, L. E., & Yu, S. Y. (2018). Responsively supporting children during peer interaction interventions: Focusing on friendship. In J. McCollum, A. Santos, & J. Weglarz-Ward (Eds.), Interactions: Responsive Interactions to Support Child Development and Learning (DEC Recommended Practices Monograph Series No. 5). Washington, DC: Division for Early Childhood.
Childress, D. C., Meyer, L. E., & Meadan, H. (2015). Supporting infants and toddlers with Autism Spectrum Disorder. In S. A. Raver & D. C. Childress (Eds.), Best practices for supporting infants and toddlers with special needs and their families in natural settings (pp. 190-215). Baltimore, MD: Paul H. Brookes. REO