The National Center for Special Education Research FY 2023 Awards

National Center for Special Education Research (NCSER) made 27 awards under multiple FY 2023 competitions. Listed below are the awards from each of these competitions — Special Education Research Grants, Research Training in Special Education, Special Education Research and Development Center Program, and AI-Augmented Learning for Individuals with Disabilities.

Special Education Research Grants (84.324A)

NCSER awarded 22 grants under the FY 2023 Special Education Research Grants Program. Under this program, NCSER supports research to address the pressing problems faced by students with or at risk for disabilities, their families, and education systems.

Early Intervention and Early Learning

Adaptive Trial of Parent Empowerment and Coaching in Early Intervention: AT PEACE Study
University of Pennsylvania, Melanie Pellecchia

Building Interactive Social Communication for Toddlers with Autism in Community-Based Early Intervention Systems
Indiana University, Hannah Schertz

High Impact Models of Early Intervention Support: Accelerating Child Outcomes and Systems Policies
University of Louisville, Scott Tomchek

Educators and School-Based Service Providers

AFIRM for Paraeducators: Paraeducators' Use of Evidence-Based Practices to Increase Goal Attainment for Students with Autism
University of North Carolina, Chapel Hill, Ann Sam

Project ReSpECT: Revealing Special Educators' Conditions for Teaching
Boston University, Elizabeth Bettini

Families of Children with Disabilities

The Development and Testing of a Professional Development and Telepractice Intervention to Support Family Member Use of Augmentative and Alternative Communication
Michigan State University, Sarah Douglas

Reading, Writing, and Language

A Longitudinal Investigation of Predictors and Outcomes of Specific Learning Disabilities Identification
University of Houston, Jeremy Miciak

An Efficacy Study of the Lindamood-Bell Learning Processes Complete Intervention for Upper Elementary Students
American Institutes for Research, Anja Kurki

Examining the Efficacy of Aligning Core Content-Area Reading Instruction and Small Group Reading Intervention for Students with Reading Disabilities (Project ALIGN)
Georgia State University, Elizabeth Stevens

Leveraging Evidence-based Reading and Relational Tools to Improve Kindergarteners' Literacy Skills and Behavior
University of Virginia, Emily Solari

Special Education Placement Based on Assessment Practices for Spanish-Speaking English Language Learners Struggling With Reading Comprehension
Vanderbilt University, Jeannette Mancilla-Martinez

Science, Technology, Education, and Mathematics (STEM)

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

Math Words: Vocabulary Support for Students Experiencing Difficulty in Mathematics
Georgia State University, Elizabeth Stevens

Social, Emotional, and Behavioral Competence

A Randomized Pilot Study of Brief Intervention Group Support (BIGS): A Tier 2 Intervention for Students with Social-Emotional and Behavioral (SEB) Concerns
Northern Illinois University, Michelle Demaray

Advancing Equity in the Implementation of Comprehensive Behavioral Health Supports for Youth with or At Risk for Disabilities
University of Massachusetts, Boston, Lindsay Fallon

CICO-High School: Evaluation of an Effective Tier 2 Behavior Intervention for Students in High Schools
University of Oregon, Kent McIntosh

Development and Pilot Testing of a Virtual Prevent-Teach-Reinforce Coaching Model (ePTR Coach) for Children with or At Risk for Disabilities
University of South Florida, Tampa, Kwang-Sun Blair

Efficacy of Teleconsultation with Parents and Teachers to Promote Student Social-Behavioral Outcomes
University of Nebraska, Lincoln, Amanda Witte

Improving Student Behavior Supports in Elementary Schools Through a Team Communication and Coaching Fidelity Tool
University of Washington, Seattle, Carol Davis

Intervention to Enhance Student-Teacher Relationships and School Outcomes for Autistic Children: A Randomized Controlled Trial
University of Massachusetts, Boston, Abbey Eisenhower

Transition to Postsecondary Education, Career, and/or Independent Living

COMPASS Across Settings (CAST) for Integrating School, Home, and Community Services and Improving Transition Outcomes for Students with ASD
Ball State University, Lisa Ruble

Examining the Initial Efficacy of the Goal Setting Challenge App: Impacts of Technology-Delivered Self-Determination Instruction on Secondary/Transition Outcomes
University of Kansas, Karrie Shogren

Research Training Programs in Special Education (84.324B)

NCSER awarded three Early Career Development and Mentoring awards under the FY 2023 Research Training Programs in Special Education. Under this program, NCSER aims to prepare individuals to conduct rigorous and relevant special education and early intervention research that advances knowledge within the field and addresses issues important to education policymakers and practitioners.

Development of an Integrated Word-Reading and Spelling Intervention for Middle School Students With Word-Level Reading Disabilities
Indiana University, Kelly Williams

ImPACTO: Partnering for Autism Focused Social Communication Intervention With Transborder Latine Caregivers
San Diego State University, Ana Dueñas

Project SELF: Teaching High School Students With Disabilities to Self-Regulate Their Behavior
University of Missouri, Columbia, Sara Estrapala

SPECIAL EDUCATION Research AND DEVELOPMENT CENTER (84.324C)

NCSER awarded one grant under the Special Education Research and Development Center program. Under this program, NCSER aims to support focused research and national leadership activities that advance evidenced-based practice and policy to address significant problems in special education.

National Disability Center for Student Success
University of Texas, Austin, Cawthon, Stephanie

AI-Augmented Learning for Individuals with Disabilities

In partnership with the National Science Foundation, NCSER awarded one grant under the AI-Augmented Learning for Individuals with Disabilities initiative. This initiative focused on research and development of artificial intelligence (AI)-driven innovations to improve learning for those students with or at risk for disabilities in an area where the COVID-19 pandemic widened existing gaps or resulted in decreased access and opportunities for learning and support.

AI Institute for Transforming Education for Children with Speech and Language Processing Challenges
State University of New York (SUNY), Buffalo Venugopal Govindaraju