Social And Behavioral Outcomes To Support Learning: Special Education Research
IES is currently accepting applications for this research program. For your convenience, you may download the full FY2009 Education Research RFA.
Download the full 84.324 Special Education Research RFA
Download, view, & print as a PDF (475 KB)
Note: FY 2009 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 Social and Behavioral Outcomes to Support Learning (Social/Behavioral) research grant program is to contribute to the prevention or amelioration of behavior problems in students with or at-risk for disabilities and concomitantly, improve their developmental and academic outcomes by: (1) identifying programs or practices that are associated with better behavioral, social, emotional, or functional outcomes for students with or at risk for disabilities and the conditions that mediate and moderate the effects of such programs or practices; (2) developing programs that are intended to improve behavioral, social, emotional, or functional outcomes of students with or at risk for disabilities; (3) establishing the efficacy of interventions that are intended to improve behavioral, social, emotional, or functional outcomes of students with or at risk for disabilities; (4) evaluating the effectiveness of interventions implemented at scale; and (5) 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 students with or at risk for disabilities.
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 problems and improving the behavioral, emotional, functional, social skills, and likewise, the developmental trajectory and academic performance of students with or at risk for disabilities from kindergarten through Grade 12.
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