The National Center for Special Education Research (NCSER) recently made 36 awards under the FY 2016 Special Education Research Grants Program (CFDA 84.324A) to applications considered under the August 2015 deadline. These awards are:

Autism Spectrum Disorders

Goal Guide: A Web-Based Application to Improve Goal Self-Management for Students with Autism
Eugene Research Institute, Tom Keating

An Efficacy Trial of the Early Achievements Comprehensive Intervention for Preschoolers with Autism
Hugo W. Moser Research Institute at Kennedy Krieger, Inc., Rebecca Landa

Measuring Early Communication Development in Children with ASD
University of Kansas, Nancy Brady

Reading Enhancements for Students with Autism Spectrum Disorders (Project READ): A Reading Comprehension Intervention for Students with Autism
University of Virginia, Michael Solis

Cognition and Student Learning in Special Education

Training-Induced Language and Literacy Improvement in Children with Cochlear Implants
Florida State University, Erin Ingvalson

Developing a Fraction Sense Intervention for Students with or at Risk for Mathematics Difficulties
University of Delaware, Nancy Jordan

Developing a Technology-Based Early Language Comprehension Intervention (TELCI)
University of Minnesota, Panayiota Kendeou

Early Intervention and Early Learning in Special Education

Parents Plus: Language Coach
Lehigh University, L. Brook Sawyer

A Model of Professional Development that Focuses on the Centrality of Teacher-Child Interactions in the Learning, Behavior, and School Readiness of Preschool Children with Disabilities or At-Risk for Disabilities
Old Dominion University, Peggy Hester

Assessing the Comprehension of Language in 2-Year-Olds Using Touch-Screen Technology
University Of Delaware, Roberta Golinkoff

Promoting ASAP Collaboration through Technology (PACT): An Intervention Modification to Enhance Home-School Collaboration
University of North Carolina, Chapel Hill, Brian Boyd

An Intervention for Infants and Toddlers with Visual Impairment: Independence through the Mealtime Routines Model
University of Northern Colorado, Kay Ferrell

Development and Testing of the Family Behavior Support App
Vanderbilt University, Erin Barton

Mathematics and Science Education

Efficacy Study of the Universally Designed Science Notebook: An Intervention to Support All Students' Elementary School Science Learning
CAST, Inc., Jose Blackorby

A Randomized Control Trial of a Tier 2 First Grade Mathematics Intervention
University of Oregon, Ben Clarke

Project AIM: Algebra-readiness Intervention Modules for Middle School Students with Mathematics Difficulties
University of Texas, Austin, Diane Bryant

Professional Development for Teachers and Related Services Providers

Validating the School Outcomes Measure (SOM™): An Outcomes Measure for Students Who Receive School-based Occupational Therapy and Physical Therapy
University of Oklahoma, Health Sciences Center, Sandra Arnold

Project DATA for RTI: Developing Adept Teams for Advancing RTI
University of Oregon, Julie Alonzo

Reading, Writing, and Language Development

Vocabulary CHAAOS: Creating Habits that Accelerate Academic Language of Students
University of California, Riverside, Rollanda O'Connor

Project Connect-IT (Connecting Text by Inference and Technology): Development of a Text-Integration Intervention for Middle School Students with Comprehension Difficulties
University of Texas, Austin, Marcia Barnes

Social and Behavioral Outcomes to Support Learning

Adapting Tier 2 Interventions for Non-Responsive Students in Elementary Schools
Lehigh University, Lee Kern

Effectiveness Study of Tools for Getting Along: Teaching Students to Problem Solve
SRI International, W. Carl Sumi

Comprehensive Meta-analysis of Malleable Factors to Support Youth with ADHD
State University of New York (SUNY), Buffalo, Gregory Fabiano

Encouraging Social Inclusiveness as a Means to Improving Academic Performance
University of British Columbia, Amori Mikami

BEST in CLASS-Web: A Web-Based Intervention Supporting Early Childhood Teachers' Use of Evidence-Based Practices with Young Children at Risk for Emotional/Behavioral Disorders
University of Florida, Maureen Conroy

Evaluating a Social-Emotional Learning Curriculum for Children At Risk for Emotional or Behavioral Disorders
University of Florida, Ann Daunic

Middle School Class-wide Function-related Intervention Teams (MS CW-FIT): Improving Academic Engagement and Outcomes for Middle School Students
University of Kansas, Howard Wills

A Randomized Trial of Conjoint Behavioral Consultation (CBC) with Latino Students: A Replication Study
University of Nebraska-Lincoln, Susan Sheridan

Special Education Policy, Finance, and Systems

Project FOCUS: Exploring Response to Intervention with a Focus on Students Receiving Tier 3 and Special Education for Reading Disabilities
Southern Methodist University, Stephanie Al Otaiba

Identification of Reading and Language Disabilities in Spanish-Speaking English Learners
University of Houston, David Francis

Technology for Special Education

An Intervention to Provide Youth with Visual Impairments with Strategies to Access Graphical Information in Math Word Problems
University of Florida, Carole Beal

Project SCORE IT: Developing and Evaluating Interactive Technology to Support Self-Monitoring and Data-Based Decision Making in the Classroom
University of Iowa, Allison Bruhn

A Multi-Site Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Math Learning Disabilities
University of Oregon, Hank Fien

Transition Outcomes for Secondary Students with Disabilities

Transition Outcomes of High-Functioning Students with Autism: How and When Students Learn the Skills Necessary for Self-Management of Daily Responsibilities
Boston University, Gael Orsmond

A Missing Link to a Better Tomorrow: Developing Health Literacy in Transition-Age Youth with High-Incidence Disabilities
University of Nebraska-Lincoln, Alexandra Torkelson-Trout

TAGG-A: Developing, Validating, and Disseminating a New Secondary Transition Assessment for Students with Significant Cognitive Disabilities Taught to Alternate Achievement Standards
University of Oklahoma, James Martin

NCSER announces FY 2016 Research Training in Special Education Program Awards

The National Center for Special Education Research (NCSER) recently made seven awards under the FY 2016 Research Training in Special Education Program (CFDA 84.324A) to applications considered under the August 2015 deadline. There are two new Postdoctoral Research Training Program awards, four new Early Career Development and Mentoring awards, and one new Methods Training Using Single-Case Design award. These awards are:

Postdoctoral Research Training Programs

University of Nebraska-Lincoln and Boys Town Postdoctoral Fellowship: Research Training Focused on Youth with Emotional and Behavioral Disorders
University of Nebraska, Lincoln, Alexandra Torkelson-Trout

Post-doctoral Training in Special Education and Autism Research
University of North Carolina, Chapel Hill, Samuel Odom

Early Career Development and Mentoring

Promoting System-Wide Implementation of Evidence-Based Practice for Students with Severe Disabilities through Multi-Tiered Professional Development
Ohio State University, Matthew Brock

Conjoint Behavioral Consultation for Middle School Students With or at Risk for Serious Emotional Disturbance: A Career Development and Research Plan
University of Oregon, S. Andrew Garbacz

Accessing Science through Literacy: Facilitating Blended and Inclusive Content Area Literacy Instruction for Students with Intellectual Disability
University of Washington, Carly Roberts

Developing Functional Behavior Assessment Maps for Students with Persistent Challenging Behavior: A Guiding Framework for Practitioners
Vanderbilt University, Blair Lloyd

Methods Training Using Single-Case Design

Methods Training Using Single-Case Designs
University of Oregon, Rob Horner