David Adams
Associate Professor
Biography:
David Adams, PhD, asspciate professor within the School of Applied Health at Cal Poly Humboldt. Primary responsibilities include preparing future physical education teachers. Dr. Adams also serves as a co-director for an OSEP grant that allows students to complete their special education credential, along with a physical education credential, added authorization to teach adapted physical education, and master's degree in kinesiology. David’s research interests include supporting the development of motor skills in children with autism spectrum disorder and improving teacher preparation programming for future physical educators.
Publications:
Dillon, S. R., Adams, D., Goudy, L., McNamara, S., & Bittner, M. (2016). Evaluating Exercise as Evidence-Based Practice for Individuals with Autism Spectrum Disorder. Frontiers in Public Health, (4)290 1-9.
Bittner, M., McNamara, S., Goudy, L., Adams, D., & Dillon, S. (2018). Exercise Identified as an Evidence-Based Practice for Students with Autism Spectrum Disorder Palestra, 32(1) 15-20.
Adams, D., & Hale, Enoch. (2020, February 26). The illusion of good class discussions and what to do about it. Faculty Focus. https://facultyfocus.com/articles/effective-classroom-management/illusion-of-good-class-discussions/
Adams, D., & Hale, E. (2020, August 26). Stop Giving Them the Answers: Make Them Think. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/stop-giving-them-answers-make-them-think/
Hale, E., & Adams, D. (2020). Traveling Heads: An Instructional Strategy that can be Adopted into a Hyflex and BendFlex Classroom. Journal of Faculty Development.
Adams, D., Silliman-French, L. & Myers, D. (in press). The Impact of Three Different Instructional Conditions on the Overhand Throwing Performance for Children with Autism Spectrum Disorder. Palaestra.
Adams, D., McNamara, S., Bittner, M., Pawlowski, J., & Hangauer, K. (in press). Structured Play Groups for Children with Autism Spectrum Disorder: A Critical Review. Journal of the American Academy of Special Education.
