Serious Behavior Disorders: Special Education Research
IES is currently accepting applications for this research program. For your convenience, you may download either the full FY2008 Education Research RFA, or just the material that is specific to this research topic.
Download the Serious Behavior Disorders specific 84.324 Education Research RFA
Download, view, & print as a PDF (440 KB)
Download, view, & print in MS Word (299 KB)
Download the full 84.324 Special Education Research RFA
Download, view, & print as a PDF (540 KB)
Download, view, & print in MS Word (397 KB)
Note: FY 2008 applicants that include subawards for work conducted at collaborating institutions should use this template to provide subaward budget information.
Download, view & print the form as an Excel file (164 KB).
Description of Research Program
The purpose of the Serious Behavior Disorders Special Education Research Grants Program is to contribute to the prevention or amelioration of serious behavior disorders in infants, toddlers, children and youth with disabilities (hereinafter referred to as "children"), and concomitantly, improve the developmental and academic outcomes of children by: (a) Identifying existing programs, practices, and policies that improve the behavior, social, and emotional difficulties of children with disabilities and the conditions that mediate and moderate the effects of such programs, practices, and policies (e.g., practices that have a positive impact on or are associated with improved student discipline or reduction in special education referrals for behavior problems and the factors that may mediate or moderate the effects of these practices); (b) developing programs that target and ameliorate the behavior, social, or emotional difficulties of children with disabilities; (c) establishing the efficacy of emerging and existing interventions that address the behavior, social, or emotional difficulties of children with disabilities while examining the mediating or moderating variables that impact intervention outcomes on social, emotional and academic performance; (d) evaluating the effectiveness of interventions implemented at scale and under a variety of conditions; and (e) developing and validating assessment tools and procedures, including the "functional behavioral assessments" stipulated in IDEA [Sec. 615 (k) (1)] for use in home, instructional, and non-instructional settings to identify or diagnose social skill deficits or behavior problems, and to monitor the behavior of children with disabilities.
Research programs appropriate for development and evaluation under this research topic are prevention or intervention programs intended to improve social, emotional, or behavioral outcomes of children with disabilities or children at risk for disabilities. Research programs may be school-based, home-based, or family-based. In particular, there is a need for research that combines applied behavioral analysis, functional behavioral analysis, or positive behavior support approaches with approaches from the research literature in prevention science and children's mental health services (e.g., social-behavioral ecology, social learning, coordinated interagency services). Such programs of research should target developmental factors that have been shown to contribute to the establishment and maintenance of behavior disorders in children (e.g., Coie & Dodge, 1998; Farmer, Quinn, Hussey, & Holahan, 2001; Walker & Sprague, 1999). In addition, intervention appropriate for research under this program include approaches, practices, strategies, programs, and systems for pre-service or in-service training of teachers or other service providers to deliver instruction or services to students with serious behavior disorders. The long-term outcome of this program will be an array of tools and strategies (e.g., assessment tools and interventions/strategies) that have been documented to be effective for preventing behavior disorders and improving the behavioral, emotional, social skills, and likewise, the developmental trajectory and academic performance of children with disabilities ages 0-21.
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