IES Staff
Emily Weaver
NCSER
About
Cognition and Student Learning; Autism Spectrum Disorders
Associated IES Content
Grant
Speech-Therapy Experiences in Public Schools-2 (STEPS-2)
The purpose of this project is to explore the role of speech-language pathologists' (SLPs) talk in facilitating the language growth of children with language impairment receiving therapy in the public elementary schools. Language ability undergirds most areas of school achievement, including reading, writing, math, and pro-social functioning. It is also important in its own right, as language ability is foundational to one's ability to communicate. There is a great need for educational resea...
Federal funding program:
Award number:
R324A210205
Grant
Validating DIBELS 8th Edition as a Screener for Dyslexia (AIP2)
The purpose of this project is to evaluate the validity of 8th Edition of Dynamic Indicators of Basic Early Literacy Skills (DIBELS 8) as a screener for dyslexia. As of 2020, 47 states require that students be screened for dyslexia in early elementary school, and state education agencies recognize DIBELS for this purpose more than any other test. However, evidence for the use of DIBELS for this purpose is limited. In this project, researchers will investigate the associations between DIBELS ...
Federal funding program:
Award number:
R324A210042
Grant
Examining How Teacher-Student Interactions within Mathematics and Literacy Instructional Contexts Relate to the Developmental and Academic Outcomes of Early Elementary Students with Autism
The purpose of this project is to better understand the mathematics and literacy learning opportunities provided to early elementary students with autism spectrum disorder (ASD) in general education classrooms and how these opportunities are associated with student outcomes. The research team will examine student participation, teacher instructional practices, and teacher language use during instructional lessons and explore how the dynamic associations between them shape students' developme...
Federal funding program:
Award number:
R324A210288
Grant
Treatment Intensity Factors Related to Efficient and Effective Communication Intervention for Individuals with ASD and Complex Communication Needs
Individuals with autism spectrum disorder (ASD), and/or moderate-to-severe intellectual delay (ID), who have complex communication needs (CCNs) typically require highly intensive, costly, and individualized educational interventions to develop a communicative repertoire. However, there is little information to guide parents and instructional personnel in selecting the most effective dose and duration of treatment. Similarly, there is a lack of guidance about when and how treatment integrity ...
Federal funding program:
Award number:
R324A210238
Grant
Project PRIME2: Planning Realistic Intervention implementation and Maintenance by Educators
The purpose of this study is to evaluate the efficacy of Planning Realistic Intervention implementation and Maintenance by Educators (PRIME2) for improving elementary school teachers' implementation of function-based behavioral interventions for students with and at risk for disabilities. PRIME2 is a theory-informed, consultation-based, individually tailored, tiered system of implementation support developed with previous IES funding. Research-based interventions implemented with fidelity ca...
Federal funding program:
Award number:
R324A210266
Grant
Combining the Self-Determined Learning Model of Instruction and Peer Supports: Examining the Impact on Academic, Social, and Functional Outcomes for Students With Autism Spectrum Disorders
The purpose of this project is to examine the initial efficacy of a comprehensive intervention combining two research-based interventions, the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports (PS), on academic, social, and functional outcomes for secondary students with autism spectrum disorders (ASD) in inclusive general education classrooms. Efficacy studies of the SDLMI and PS have been conducted separately, establishing impacts on outcomes for students with disabil...
Federal funding program:
Award number:
R324A200007
Grant
Preparing Teachers and Paraprofessionals for the Successful Inclusion of Children With ASD
The purpose of this exploration study is to identify and examine the malleable individual and organizational characteristics that increase teachers' and paraprofessionals' use of evidence-based practices (EBPs) to more meaningfully include and retain children with autism spectrum disorders (ASD) in general education settings. Specifically, this study will: 1) explore which EBPs general and special education teachers and paraprofessionals have been trained to use and actually use to support i...
Federal funding program:
Award number:
R324A200033
Grant
The Development of an Empirically Based Adaptation and Training Model for Intervention Scale Up of Classroom Pivotal Response Teaching (CPRT)
The purpose of this project is to develop an empirical method for adapting an evidence-based practice (EBP) for individual students and settings and to develop and innovative distance training and coaching model focused on key ingredients of an EBP for students with autism spectrum disorders (ASD). There are multiple evidence-based practices (EBPs) available for students with ASD that teachers can select from; however, teachers report insufficient access to effective training and data-based ...
Federal funding program:
Award number:
R324A200134
Grant
Examining the Efficacy of Friends on the Block: An Intensive Early Literacy Intervention for Elementary Students With Intellectual and Developmental Disability (Project Intensity)
The purpose of Project Intensity is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention, Friends on the Block, designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD).
Federal funding program:
Award number:
R324A200151
Grant
Modular Approach for Autism Programs in Schools (MAAPS)
The purpose of this project is to test the efficacy of an individualized, comprehensive modular intervention system, the Modular Approach for Autism Programs in Schools (MAAPS). MAAPS integrates evidence-based strategies to address core and associated features of autism spectrum disorders (ASD) to enhance the success of elementary students with ASD in schools. The primary aim is to evaluate whether, compared to services as usual, MAAPS improves teacher/instructional personnel outcomes and su...
Federal funding program:
Award number:
R324A200154
Grant
Validity of a Nonspeech, Dynamic Assessment of the Alphabetic Principle (DAAP)
The purpose of this project is to refine and validate the Dynamic Assessment of the Alphabetic Principle (DAAP), a new computerized assessment of the alphabetic principle and several of its components, including the ability to learn relations between spoken words and letters with brief instruction, and letter discrimination. The DAAP is designed for students with speech impairments and students with intellectual disabilities-children who are likely to fall behind in learning to read. The dea...
Federal funding program:
Award number:
R324A200190
Grant
Making Professional Development Work for Preschool Classroom Teams Serving Students with ASD: Adapting a PD Model Using Normalization Process Theory
This project aims to develop and test an adapted professional development (PD) model to be used with the Advancing Social-communication And Play (ASAP) intervention, which is an intervention that focuses on improving early social communication and play skills of preschool children with autism spectrum disorder (ASD). Research suggests that current PD models may not sufficiently improve educator practice and student outcomes or lead to sustained implementation. To address this, the project wi...
Federal funding program:
Award number:
R324A200188
Grant
Training Institute in Advanced Single-Case Research Design and Analysis
Federal funding program:
Award number:
R324B200022
Grant
Examining the Efficacy of Project ImPACT for Toddlers
The goal of this project is to examine the efficacy of Project ImPACT for Toddlers (PIT), a naturalistic intervention that focuses on building parents' capacity to support the social communication development of their children with or at risk for autism spectrum disorder (ASD) in community-based early intervention settings. Focusing on toddlers is important because ASD diagnoses are occurring earlier and there is evidence that intervening at the first signs of ASD risk, even before diagnosis...
Federal funding program:
Award number:
R324A190076
Grant
Investigating Psychometric Properties of BASC-3 Flex Progress Monitoring Forms with Preschool Students
The purpose of this study is to evaluate the forms for a social-emotional progress monitoring system, Flex System for Progress Monitoring (Flex PM), as part of conducting Response to Intervention (RtI) in the preschool environment. The Flex PM is part of the existing Behavioral Assessment System for Children, 3rd Edition (BASC-3), a widely used social-emotional system of measurement that includes a screener, observations forms, and other rating scales. RtI is a systematic process of preventi...
Federal funding program:
Award number:
R324A190066
Grant
Exploring the Knowledge, Skills, and Strategies Teachers of Students with Visual Impairments Need to Effectively Teach Braille Reading and Writing
The primary purpose of this study is to explore factors related to the teaching of braille among teachers of students with visual impairments (TVIs) and how they relate to students' learning of and proficiency in braille. Braille is the primary means of literacy for children and youth who are blind. It affords these learners the ability to read and write independently and at their own pace and to access computers and mobile devices. However, students who are blind typically demonstrate lower...
Federal funding program:
Award number:
R324A190093
Grant
Understanding Reading Development and Instructional Context of Students with Intellectual Disabilities
The purpose of this project is to examine the developmental trajectory of malleable reading factors (decoding, listening comprehension, and reading comprehension) among elementary school children with an intellectual disability (ID). Despite specific areas of difficulty, students with ID can learn grade-level content including reading when provided systematic and explicit instruction; however, they continue to be behind their peers with other disabilities in academic growth and achievement. ...
Federal funding program:
Award number:
R324A190051
Grant
Efficacy Follow-Up Study of the CSESA Model
The purpose of this project is to determine the longer-term outcomes for high school students with autism spectrum disorders (ASD) who participated in an efficacy study of a comprehensive treatment model developed by the IES-funded Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA). Compared to other high school students with disabilities, students with ASD have significantly more difficulty with daily living activities, a lower sense of self direction, fewer p...
Federal funding program:
Award number:
R324A180091
Grant
Efficacy of the Early Social Interaction (ESI) Model for Toddlers with Early Signs of Autism Spectrum Disorder in Community Early Intervention Programs
The purpose of this study is to test the efficacy of a technology-supported version of the Early Social Interaction (ESI) model, an intervention designed to coach families to use evidence-based interventions for toddlers with early signs of autism spectrum disorder (ASD). Early ASD diagnosis and intervention can have a significant impact on children's later outcomes, making it critical to identify evidence-based interventions that are feasible to deliver in community- and home-based settings...
Federal funding program:
Award number:
R324A180193
Grant
Testing the Long-Term Beneficial Impacts from a Comprehensive School Intervention for High-Functioning Children with ASD (HFASD): An Efficacy Follow-Up Study
The purpose of this study is to evaluate the long-term impacts of a comprehensive school-based intervention (CSBI) that yielded beneficial impacts for elementary school students with high-functioning autism spectrum disorder (HFASD). Results from the initial randomized controlled trial indicated that students in grades 1-5 with HFASD in the CSBI schools demonstrated significantly better outcomes on measures of social-cognition, social-communication skills, and ASD symptoms compared to studen...
Federal funding program:
Award number:
R324A180005
Grant
Supporting Early Interventionists of Toddlers with Autism to Build Family Capacity
The purpose of this project was to develop and test a framework, Supporting Early Interventionists of Toddlers with Autism to Build Family Capacity (SEITA). SEITA was designed to assist early intervention providers (EIPs) in implementing the Building Interactive Social Communication (BISC) intervention by helping parents mediate social communication learning in toddlers with emerging signs of autism. Autism spectrum disorder is the fastest-growing developmental disability and recent improvem...
Federal funding program:
Award number:
R324A180083
Grant
Smooth Sailing: Teacher-Directed Intervention to Improve Outcomes for Young Children with ASD in General Education Classrooms
The purpose of this project is to develop and test a professional development program for general education teachers who work with students with autism spectrum disorders (ASD) in early elementary school. The program will be designed to improve general education teachers' readiness to work with students with ASD, including their ASD knowledge, student-specific knowledge, self-efficacy to teach children with ASD, appropriate student expectations, and the quality of their relationships with pa...
Federal funding program:
Award number:
R324A180105
Grant
Online Training for Paraeducators to Improve Communication Supports for Young Children with Complex Communication Needs
The purpose of this project is to develop and pilot test an online training program, the POWR System, for paraeducators and their supervising special education teachers to improve the communication skills of young children with complex communication needs by supporting their use of augmentative and alternative communication (AAC) systems. Young children with complex communication needs, who are unable to use speech to express their needs, exchange information, or develop close relationships,...
Federal funding program:
Award number:
R324A180122
Grant
Supporting Paraprofessionals' Use of Evidence-Based Practices for Students with Autism Spectrum Disorders
The purpose of this project is to develop the Supporting paraprofessionals-Teachers use of Evidence-based practices with Learners having Autism (STELA) program, a professional development intervention targeting the knowledge and skills that paraprofessionals need to implement evidence-based practices (EBPs) for students with autism spectrum disorder (ASD). Increasingly, paraprofessionals have the responsibility of delivering instruction and intervention to students with ASD under the supervi...
Federal funding program:
Award number:
R324A170028
Grant
An Efficacy Study of Strategic and Interactive Writing Instruction (SIWI): Teacher Development and Student Outcomes
The purpose of this study is to investigate the efficacy of the Strategic and Interactive Writing Instruction (SIWI) professional development (PD) program for improving the knowledge and instructional practices of teachers and the writing and language outcomes for students in third through sixth grade who are deaf or hard of hearing (D/HH). The language experiences of children who are D/HH are extremely diverse and directly influence their writing. There is a need to identify effective progr...
Federal funding program:
Award number:
R324A170086
Grant
LEAP Sustainability: Exploring Malleable Factors that Predict Teachers' Initial and Long-Term Fidelity
The purpose of this study is to explore factors (e.g., preschool center policies, staff buy-in, family involvement) that are related to teachers' initial and long-term fidelity of implementation of the LEAP Preschool Model (LEAP), an intensive, inclusive intervention for children with autism spectrum disorders (ASD). One of the greatest challenges in the field of early intervention is closing the gap between what is known about effective instructional practices for preschool children and the...
Federal funding program:
Award number:
R324A170152
Grant
Validity Studies of the Classroom Code for Interactive Recording of Children's Learning Environments (CIRCLE) (Version 2.0)
The goal of this project is to validate a classroom observational measure that can be used to assist preschool teachers in revising and implementing interventions for children who are identified as unresponsive to existing classroom learning contexts (e.g., classroom activity structure such as small groups, academic content such as literacy). When a child's behavior is not responsive to the instruction provided, intervention adjustments are necessary. The Classroom Code for Interactive Recor...
Federal funding program:
Award number:
R324A170048
Grant
Project Engage: Developing a Cloud-Based Measurement System for Data-Informed Implementation of Practices Promoting Children's Active Engagement
This project will develop a technology-enhanced observation system, the Tool to Observe Practices and Supports for Engagement (TOPSE), to simultaneously monitor and promote the use of essential provider interaction practices while measuring children's active engagement within early learning environments. Children's engagement with their environment is an essential ingredient for learning, and hence crucial to preschool child outcomes including school readiness. Although global classroom qual...
Federal funding program:
Award number:
R324A170032
Grant
Measuring Early Communication Development in Children with ASD
The purpose of this study is to modify and validate an existing assessment, the Communication Complexity Scale (CCS), so that it reflects current communication abilities in school-age children with autism spectrum disorder (ASD) and minimal verbal skills, is reliable and valid for measuring outcomes and educational progress, can be learned by teachers and related service personnel within a feasible time period, and is affordable to use. The CCS has been developed and assessed with promising ...
Federal funding program:
Award number:
R324A160072
Grant
Training-Induced Language and Literacy Improvement in Children with Cochlear Implants
In an effort to address the deficits in language and literacy development commonly experienced by children with cochlear implants (CIs), the current project will test the efficacy of phonological awareness (PA) and verbal working memory (WM) interventions-Earobics and Cogmed-for improving language and literacy outcomes for children who use CIs. Increasing numbers of children with hearing impairments are receiving CIs. Children who use CIs have been shown to have performance delays on measure...
Federal funding program:
Award number:
R324A160193
Autism Spectrum Disorders
The Autism Spectrum Disorders (ASD) topic supports research on the development, implementation, and evaluation of comprehensive school-based interventions (i.e., interventions that directly target, in a coordinated fashion, multiple outcomes) intended to improve outcomes for students identified with or at risk for ASD from kindergarten through Grade 12.
Reading, Writing, and Language
The Reading, Writing, and Language Development (Reading/Language) topic supports research that improves reading, writing, and language skills of students with or at risk for disabilities from kindergarten through Grade 12.
Cognition and Student Learning in Special Education
The Cognition and Student Learning in Special Education (Cognition) topic supports research that utilizes cognitive science to develop, implement, and evaluate approaches that are intended to improve learning and education outcomes for students with or at risk for disabilities in kindergarten through Grade 12.
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