NCSER What's New

FY 2008 Awards, Second Phase, Awarded July 1, 2008

7/17/2008

NCSER made a series of new research grant awards in July.

AUTISM SPECTRUM DISORDERS

Efficacy and Sustainability of the Strategies for Teaching Based on Autism Research (STAR) Program
University of Pennsylvania, David Mandell

Development of an Intervention to Enhance the Social Competencies of Children with Asperger's/High Functioning Autism Spectrum Disorders
University of Buffalo, SUNY, Martin Volker

NATIONAL RESEARCH AND DEVELOPMENT CENTERS

Center for Response to Intervention in Early Childhood
University of Kansas, Charles Greenwood and Judith Carta

Center on Serious Behavior Disorders at the Secondary Level
Lehigh University, Lee Kern

POSTDOCTORAL RESEARCH TRAINING

Postdoctoral Research Training Fellowship Program
University of Texas at Austin, Sharon Vaughn

Postdoctorate in Behavioral Education and Research
University of Connecticut, Sandra Chafouleas

Postdoctoral Methodological Training in Instruction, Reading, Math, and Cognition Research on Children At Risk for Learning Disabilities
University of California Riverside, H. Lee Swanson

VU Department of Special Education Postdoctoral Intervention Research Training Program
Vanderbilt University, Karen Harris

Georgia Measurement and Assessment Training–Postdoctoral Program
Georgia State University, Randy Kamphaus

RELATED SERVICES

Related Services Intervention for Expressive and Receptive Language Skills in Autism Spectrum Disorder and in Cognitive Impairment
Vanderbilt University, Stephen Camarata

RESPONSE TO INTERVENTION

Recognition and Response: A Response to Intervention Model for Early Childhood
University of North Carolina at Chapel Hill, Virginia Buysse

Early Identification of Children with Reading Disabilities within an RTI Framework
University of Kansas, Hugh Catts

Online Teacher Training: Promoting Student Social Competence to Improve Academic and Behavioral Outcomes in Grades K-3
Iris Media, Inc., Brion Marquez

TRANSITION OUTCOMES FOR SPECIAL EDUCATION SECONDARY STUDENTS

Project READY: Research on Employability Skills for Adjudicated Youth with Disabilities

New PEELS report: Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities

6/10/2008

The National Center for Special Education Research within the Institute of Education Sciences has released the second major report from the Pre-Elementary Education Longitudinal Study (PEELS) titled "Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report." This report describes changes in disability status, changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments.

New NCSER Report: Facts From NLTS2: Substance Use Among Young Adults With Disabilities

5/20/2008

The National Center for Special Education Research (NCSER) within the Institute of Education Sciences has released "Facts From NLTS2: Substance Use Among Young Adults With Disabilities." The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities. For further information please contact David Malouf at 202-219-1309 or david.malouf@ed.gov.

Pre-Elementary Education Longitudinal Study Data Analysis System

4/18/2008

The National Center for Special Education Research has released a dynamic web-based analysis system that allows the public to generate descriptive and inferential statistics using data from Waves 1 and 2 of the Pre-Elementary Education Longitudinal Study (PEELS). The system includes over 1,000 variables related to child and family characteristics; special education programs and services; and academic, social, and functional performance for preschoolers with disabilities. Users may access the system at http://nces.ed.gov/dasolv2/tables/index.asp#early or http://nces.ed.gov/dasolv2/covariance/index.asp.

NCSER announces FY 2008 Awards

4/3/2008

NCSER made a series of new research program grant awards in March. A list of these awards is as follows:

EARLY INTERVENTION AND EARLY CHILDHOOD SPECIAL EDUCATION

A Randomized Efficacy Trial of the Kids in Transition to School (KITS) Program for Children with Developmental Disabilities and Behavioral Problems
Oregon Social Learning Center, Katherine Pears

Building Social Competence for School Success through a Continuum of Positive Behavior Supports (CPBS)
University of Virginia, Martha Snell

Establishing the Efficacy of the "Special Friends" Project
University of Illinois, Michaelene Ostrosky

Sit Together and Read: Early Childhood Special Education
Ohio State University, Laura Justice

MATHEMATICS AND SCIENCE

Math and Science Teaching that Promotes Clear Expectations and Real Learning across Years for Students with Significant Cognitive Disabilities
University of North Carolina at Charlotte, Diane Browder

Visualizing Science with Adapted Curriculum Enhancements (ACE)
Mid-continent Research for Education and Learning, Sheila Arens

READING, WRITING, AND LANGUAGE DEVELOPMENT

Project LIBERATE (Literacy Instruction Based on Evidence through Research for Adjudicated Teens to Excel)
Georgia State University, David Houchins

Spanish Screener for Language Impairment in Children (SSLIC)
Arizona State University, Maria Adelaida Restrepo

SERIOUS BEHAVIOR DISORDERS

Collaborative School-Home Behavioral Intervention for ADHD
University of California, San Francisco, Linda Pfiffner

Development of Universal, Selected, and Intensive Social Skills Intervention Programs
Louisiana State University and A&M College, Frank Gresham

Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-Based Early Intervention Model
Virginia Commonwealth University, Maureen Conroy

IES releases RFA for an NCSER FY 2009 research training grant competition: Special Education Research Training Grants (84.324B)

3/20/2008

IES has released a funding announcement for the NCSER FY 2009 research training grant competition: Special Education Research Training Grants (84.324B).

IES releases the FY 2009 RFA for the Special Education Research program (84.324A)

2/29/2008

IES has released the FY 2009 funding announcement for the Special Education Research program (84.324A). The Special Education Research program covers 10 broad topics: (1) Early Intervention and Early Childhood Special Education; (2) Reading, Writing, and Language Development; (3) Mathematics and Science Education; (4) Social and Behavioral Outcomes to Support Learning; (5) Transition Outcomes for Special Education Secondary Students; (6) Cognition and Student Learning in Special Education; (7) Teacher Quality; (8) Related Services; (9) Systemic Interventions and Policies for Special Education; and (10) Autism Spectrum Disorders. The application deadlines are June 26, 2008, and October 2, 2008. The Request for Applications is available at http://ies.ed.gov/ncser/funding/.

New NCSER Report: Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments

1/23/2008

Released by the National Center for Special Education Research (NCSER) on January 23, 2008, the report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs partially sighted, regular vs special school placement, and demographic groups). Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. The report also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. For further information please contact David Malouf at 202-219-1309 or david.malouf@ed.gov.

IES Research Training Institute: Single-Case Design

1/16/2008

The National Center for Special Education Research, within the Institute of Education Sciences, U.S. Department of Education, will sponsor a two-day Training Institute to increase the capacity of researchers to conduct rigorous special education research using single-case methodologies that incorporate quantitative analyses. More information about the Training Institute, including the application procedures, have been posted on the website.

Evaluation of States' Monitoring and Improvement Practices Under IDEA

10/25/2007

The National Center for Special Education Research will release the first report on the Evaluation of States’ Monitoring and Improvement Practices Under IDEA study. Under IDEA, states must monitor special education and early intervention programs. Prior to the reauthorization in 2004, IDEA did not explicitly detail monitoring requirements. Provisions in the 2004 reauthorization now require states to monitor priority areas using quantifiable indicators. The current report discusses states’ monitoring practices in the year prior to the enforcement of these new requirements. The two most commonly reported focus areas for monitoring programs for individuals ages 3 through 21 (Part B) were free and appropriate public education in the least restrictive environment (35 states) and access to the general curriculum (30 states). The two most commonly reported focus areas for monitoring programs for infants and toddlers (Part C) were Individualized Family Service Plan requirements and procedures (35 states) and transition to preschool (33 states).

Data Products From PEELS: CD-ROM Data Set Available for Waves 1-3

9/25/2007

NCSER has released a CD-ROM that contains documentation, an electronic codebook, and restricted-use data files for the first, second, and third waves of data collection for the Pre-Elementary Education Longitudinal Study. Data from all the instruments used in the study, including surveys, questionnaires, and direct assessments, are provided in ASCII format. These CD-ROMS are only available to holders of restricted-used data licenses. For more information, please contact Celia Rosenquist at Celia.Rosenquist@ed.gov; 202-219-2024.

Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2) (September 2007)

9/11/2007

A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2): Scheduled for release on September 11, this report from NCSER provides a picture of the self-representations and expectations of youth with disabilities, how they differ across disability categories and demographic groups, and how they compare with youth in the general population. The National Longitudinal Transition Study-2 (NLTS2), funded by IES, was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. This report presents findings drawn primarily from telephone interviews or self-administered mail surveys collected from youth when they were ages 15 through 19. The report addresses questions such as how youth with disabilities describe their feelings about themselves and their lives, their secondary school experiences, their personal relationships, and their expectations for the future.

New CD-ROM Data Set Available from NCSER

7/6/2007

NCSER has released a set of three CD-ROMs that contain documentation, a data dictionary, and restricted-use data files for the first, second, and third waves of data collection for the National Longitudinal Transition Study-2. Data from all the instruments used in the study, including surveys, questionnaires, and direct assessments, are provided in both SPSS and SAS formats. These CD-ROMS are only available to holders of restricted-used data licenses.

The FY2008 IES Special Education Research Request for Applications for the National Research and Development Center Grants Program is Now Available

5/15/2007

NCSER is now releasing the FY 2008 Request for Applications for its National Research and Development Center grant program. The submission deadline is November 1, 2007. For FY2008, the Institute invites applications for Research and Development Center grants that will contribute to its special education research programs. For FY 2008, two National Research and Development Centers are being competed: (a) the National Research and Development Center on Serious Behavior Disorders at the Secondary Level, and (b) the National Research and Development Center on Response to Intervention in Early Childhood Special Education.

Facts From NLTS2: Secondary School Experiences of Students With Autism

5/14/2007

NCSER has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism.