IES Staff
Jacquelyn Buckley
Associate Commissioner
NCSER
About
Dr. Jacquelyn Buckley is the Acting Commissioner of the National Center for Special Education Research (NCSER). Dr. Buckley joined IES in 2006 where she served as a program officer, and later Team Lead for disability research at NCSER. Her primary portfolio throughout her time as Program Officer was for the Social, Emotional, and Behavioral Competence research topic. Before working at IES, Dr. Buckley was a National Institutes of Health postdoctoral research fellow in prevention science at Johns Hopkins Bloomberg School of Public Health where she studied mental health and educational service use, student academic growth, school removal, and the organizational structure and context of schools. She also conducted postdoctoral research at the University of Nebraska-Lincoln where her research focused primarily on prevention and early intervention services for students with emotional and behavioral disorders. Dr. Buckley began her career with Teach For America as a special education teacher for middle school students in the Rio Grande Valley, Texas. Dr. Buckley received her bachelor’s degree in Psychology and Political Science from Saint Mary’s College and her M.S. and Ph.D. in Educational (School) Psychology from the University of Wisconsin-Madison.
Associated IES Content
Grant
Effectiveness Replication of the BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development
This replication study will test the effectiveness of BEST in CLASS, a manualized tier 2 intervention designed to prevent and reduce challenging behaviors and promote appropriate behaviors in children ages 3-5. BEST in CLASS was developed and initially tested for efficacy by the developers with IES funding, and demonstrated that BEST in CLASS increases teachers' use of effective behavioral and instructional practices, management skills, and sense of self-efficacy to enhance the classroom qua...
Federal funding program:
Award number:
R324R210005
Grant
Interventions for English Language Learners At-Risk for ADHD
The purpose of this study it to examine the efficacy of language, behavior, or a combination of language and behavioral interventions for students classified as English language learners (ELLs) who are also at-risk for ADHD. Although there is substantial support for language development and reading interventions to aid young children in the acquisition of language skills, there is a significant lack of research addressing interventions for ELLs with disabilities of any type, particularly for...
Federal funding program:
Award number:
R324A210221
Grant
Project EXPRESS: EXamining interventions to PRomote Executive functioning and Social Skills
The purpose of this efficacy study is to evaluate the comparative efficacy of two interventions for middle school students on the autism spectrum. Students with autism have challenges related to social skills and executive functioning that impact educational outcomes, yet there is limited evidence about effective school-based programs addressing these core areas of need for pre-adolescents with autism. The proposed study will address this need by evaluating an intervention that targets socia...
Federal funding program:
Award number:
R324A210163
Grant
Improving Social, Emotional, Behavioral, and Academic Functioning of Elementary School Children Through the Interconnected Systems Framework
The purpose of this efficacy study is to evaluate the impact of an enhanced version of the Interconnected Systems Framework (ISFE) on elementary school-based team functioning, including use of evidence-based practices and student emotional, behavioral, and academic functioning. The original ISF model was designed to improve the depth and quality of mental health services delivered within multi-tiered systems of support by integrating Positive Behavioral Interventions and Supports (PBIS) and ...
Federal funding program:
Award number:
R324A210179
Grant
Efficacy of Virtual Professional Development in Rural Schools to Enhance Teacher-Parent Partnerships for Students with Behavioral Challenges
The purpose of this efficacy study is to evaluate a virtual professional development (VPD) approach for consultants implementing Conjoint Behavioral Consultation (CBC) in rural schools with students with or at risk of developing Serious Emotional Disability (SED). Family-school interventions are effective at addressing social behavioral and mental health needs across school and home and are particularly relevant in rural settings. Professional development of rural practitioners in fostering ...
Federal funding program:
Award number:
R324A210166
Grant
Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
The purpose of this project is to conduct a systematic efficacy replication of a family-school partnership intervention, Conjoint Behavioral Consultation (CBC), for students with or at risk of serious emotional disturbance (SED). The study will test CBC using school-based specialists as interventionists instead of research personnel who were used in prior efficacy studies. The research team will examine impact of the intervention on student behavior outcomes, parent-teacher relationships, an...
Federal funding program:
Award number:
R324R210013
Grant
Who Receives and Benefits From Special Education in the U.S.? Analyses of Three Nationally Representative Datasets
This Exploration grant will analyze secondary data from three nationally representative databases to examine significant disproportionality in special education, including to what extent disproportionality may be resulting from systemic bias in disability identification. A lack of scientific consensus has emerged regarding racial and ethnic disparities in disability identification. Until recently, over-representation was widely believed to result from U.S. schools inappropriately over-identi...
Federal funding program:
Award number:
R324A200166
Grant
Understanding the Development of Comorbidity of Externalizing and Internalizing Disorders in School-Age Children
The purpose of this project is to analyze secondary data from two extant longitudinal studies to examine the mechanisms of the development of comorbidity between externalizing and internalizing disorders across the school-age period (5-6 to 12-13 years of age). Although externalizing and internalizing disorders are distinct forms of behavioral maladjustment, rates of comorbidity are substantial, especially among high-risk populations. It remains unclear, however, for whom, how, and why exter...
Federal funding program:
Award number:
R324A200184
Grant
FLIP (Focusing on Learning, Interaction, and Play at) Recess for Students With Severe Disabilities
For most elementary students, recess is a favorite time of the school day that is full of rich opportunities to play and socialize with friends. For students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who qualify for their state's alternate assessment), recess often looks very different. These students are typically on the periphery, rarely interacting or playing with their peers. Recess represents a missed opportunity for buil...
Federal funding program:
Award number:
R324A200110
Grant
Initial Efficacy Evaluation of the CW-FIT Middle School Program: Improving Academic Engagement and Outcomes for Middle School Students
The purpose of the CW-FIT Middle School (CW-FIT MS) project is to conduct an Initial Efficacy evaluation of CW-FIT MS for improving middle school students' engagement, academic outcomes and socially appropriate behaviors while improving their teachers' classroom management practices. Classroom behavior problems top the list of concerns for teachers, who consistently rank students' disruptive, defiant, and aggressive behaviors as major barriers to teaching. Classroom management is particular...
Federal funding program:
Award number:
R324A200063
Grant
Development and Pilot Testing of Modular-Based Consultation Using Evidence-Based Practices for Teachers of Students With Emotional Disturbance (MOTIVATED)
The purpose of this project is to develop MOTIVATED, a modular-based consultation coaching framework to help elementary school teachers select and implement evidence based, class-wide behavior interventions for students with emotional and behavioral disorders (EBD) who are placed in self-contained classrooms. The number of students who are found eligible for special education services under the eligibility of emotional disturbance (ED) has been steadily increasing over the past 40 years. Unf...
Federal funding program:
Award number:
R324A200022
Grant
Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns
The purpose of this project is to validate the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) for identifying K-12 students who are at risk for internalizing and/or externalizing behavior patterns. To prevent students with and at risk for emotional and behavioral disorders (EBD) from developing long-term negative consequences such as school failure and dropout, it is essential that students be identified early to facilitate the identification, implementa...
Federal funding program:
Award number:
R324A190013
Grant
Building an Efficient Targeted Intervention for Students At Risk for Internalizing Problems: The Resilience Education Program (REP)
The purpose of this project is to further develop and refine the Resilience Education Program (REP), a Tier 2 intervention for elementary students at risk for internalizing problems. Research has documented a lack of high-quality, feasible, school-based Tier 2 internalizing interventions, even as many schools have adopted MTSS frameworks, such as Positive Behavior Interventions and Supports (PBIS), and are engaging in universal screening for behavior, which increases their identification of ...
Federal funding program:
Award number:
R324A190129
Grant
Motivational Interviewing Skills for Coaches (MISC)
The purpose of this project is to develop the Motivational Interviewing Training and Assessment System (MITAS) for Coaches to equip instructional personnel who serve in coaching roles with the interpersonal skills necessary to more effectively engage teachers in the coaching process, improve teacher implementation of evidence-based classroom behavior management strategies, and ultimately improve student education outcomes. Coaching, which includes assessment, performance feedback, and planni...
Federal funding program:
Award number:
R324A190173
Grant
Efficacy of the Students with Involved Families and Teachers (SWIFT) Program for Students with Emotional and Behavioral Disorders
The purpose of this study is to evaluate the efficacy of the Students with Involved Families and Teachers (SWIFT) program for improving student school adjustment for students with emotional and behavioral disorders (EBD) as well as parent involvement in schools. Transitions are commonplace for students with EBD who may move between special education classrooms and programs within schools as well as to and from various placements such as day-treatment centers and residential facilities. Such ...
Federal funding program:
Award number:
R324A190122
Grant
Evaluating the Efficacy of a Daily Check-in/Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders
The purpose of this study is to evaluate the efficacy of Check-in/Check-out (CICO) for improving social, emotional, and academic behavior of elementary school students at risk for emotional and behavioral disorders (EBD). CICO is a manualized Tier 2 behavioral intervention commonly implemented within a multi-tiered framework and designed to improve the social and behavioral performance of students with emerging problem behavior. Research has indicated that CICO is a promising intervention fo...
Federal funding program:
Award number:
R324A190046
Grant
Examining Outcomes of a Multi-Component, Individually Tailored Consultation Process Focused on Classroom Management for Teachers (K-5)
The purpose of this study is to evaluate the efficacy of the Classroom Behavior Support Program (CBS) for improving elementary school teachers' classroom management and behavior and outcomes for all students, including those at risk for emotional and behavioral disorders (EBD). CBS is a multi-component, individually tailored consultation that was developed with previous IES funding to improve teachers' use of universal classroom management practices and targeted interventions. Such practices...
Federal funding program:
Award number:
R324A190154
Grant
Enhancing Ci3T: Building Professional Capacity for High Fidelity Implementation to Support Students' Educational Outcomes (Project ENHANCE)
The purpose of this project is to conduct an efficacy trial of the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention for elementary schools that integrates academic, behavioral, and social learning supports. In addition, the research team will further identify and develop systems-level professional learning modules necessary for moving the Ci3T model to scale, including (1) Leadership Skills and Structures Needed to Support Ci3T, (2) Capacity of Ci3T Leadership Teams to Supp...
Federal funding program:
Award number:
R324N190002
Grant
Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) and Executive Functioning Deficits
The purpose of this project is to adapt and test a school-based executive functioning (EF) and study skills intervention, Teaching Academic Skills to Kids-School-based (TASK-S), for high-functioning middle school students with autism spectrum disorders (ASD). Youth with ASD experience significant academic problems in a variety of domains including writing, attention, and complex processing related to problem solving, numerical operations, listening comprehension, and reading comprehension. A...
Federal funding program:
Award number:
R324A180053
Grant
Family-Centered Intervention in Schools to Reduce Social and Behavioral Problems From Early Elementary School to Adolescence
The purpose of this study is to examine the long-term efficacy of the Kindergarten Family Check-Up (FCU), a school-based, family-centered intervention intended to prevent student social and behavioral problems. In addition, the research team will examine the impact of a booster session of FCU delivered during the transition to middle school, as providing support during key transitions (e.g., school entry, transition to middle school) may be critical for school success for students with or at...
Federal funding program:
Award number:
R324A180037
Grant
Informant Discrepancies in Social-Behavioral Assessment: Psychometric and Practical Implications of Cross-Informant Data
The purpose of this project is to develop, refine, and validate the Psychosocial and Educational Difficulties and Strengths Scales (PEDS) to evaluate student behavior from multiple sources (e.g., teachers, parents, students) and to produce results that accurately indicate how student behavior may vary across contexts. Collecting multiple informant ratings of children's psychosocial strengths and difficulties is a common practice during comprehensive special education evaluations. Discrepanci...
Federal funding program:
Award number:
R324A180032
Grant
Efficacy Trial of I Control: An Intensive Intervention to Improve Self-Regulation for Middle School Students with Emotional and Behavioral Problems
The purpose of this project is to examine the efficacy of I Control, an intervention for middle school students with emotional and behavioral disorders (EBD) that targets self-regulatory mechanisms collectively known as executive functioning skills (e.g., inhibiting impulses, maintaining information in working memory). Students who exhibit significant and chronic behavioral problems and are consequently placed in special education programs for EBD are typically the most difficult to teach an...
Federal funding program:
Award number:
R324A180042
Grant
Identifying Factors Predicting Implementation and Sustainability of Tier 2 and 3 Behavior Support Systems
The purpose of this project is to identify malleable factors that influence the implementation and sustainability of behavioral interventions at Tiers 2 (supplemental interventions) and 3 (intensive interventions) of a multi-tiered system of supports (MTSS). Many effective interventions are adopted in schools, but they rarely are implemented beyond a year or two. One promising method of enhancing sustainability of interventions is to implement them within broader systems that may support the...
Federal funding program:
Award number:
R324A180027
Grant
Enhancing IEPs of Children with ADHD Using Daily Report Cards: An Efficacy Trial
The purpose of this project is to test the efficacy of using a Daily Report Card (DRC) intervention as an enhancement to the individualized education program (IEP) for students with attention-deficit hyperactivity disorder (ADHD). Children with ADHD are at risk for negative academic and social outcomes due to difficulties with attention, impulse control, and activity modulation. Because of these problems, effective interventions aimed at improving academic performance and social/behavioral o...
Federal funding program:
Award number:
R324A190239
Grant
Getting SMART About Adaptive Interventions in Education
The purpose of this project is to develop, implement, evaluate, and continually refine a training program in the development of adaptive interventions (AIs) in education and the use of sequential, multiple assignment, randomized trials (SMARTs) for optimizing adaptive interventions. AIs use a sequence of individually tailored decision rules that specify whether, how, and when to alter the dosage (duration, frequency, or amount), type, or delivery of interventions to students. These intervent...
Federal funding program:
Award number:
R324B180003
Grant
National Research and Development Center on Assessment and Accountability for Special Education
The increased demand for accountability in education focused on improved student academic performance has led to many questions about the most accurate method for capturing individual student progress, particularly for students with disabilities. In addition, although a substantial amount of research exists about the characteristics of students with disabilities and about assessment of their abilities and skills for purposes of classification and intervention, far less is known about the nat...
Federal funding program:
Award number:
R324C110004
Grant
Adaptive Response to Intervention (RTI) for Students with ADHD
The purpose of this project is to investigate the efficacy of adaptive, evidence-based classroom interventions (i.e., Tier 1 and Tier 2 interventions delivered through a Response to Intervention (RTI) framework) for children with attention-deficit/hyperactivity disorder (ADHD). The research team will experimentally evaluate the efficacy of well-developed and evidence-based behavioral interventions within a problem-solving framework such as RTI. The findings from this project will significant...
Federal funding program:
Award number:
R305A170523
Grant
Paths 2 the Future for All: College and Career Readiness Intervention
The purpose of the Paths 2 the Future for All: College and Career Readiness Intervention research project was to develop, revise, and evaluate the promise of the Paths 2 the Future for All (P2F4A) curriculum package for underserved youth in grades 9 to 12. P2F4A modified an existing transition curriculum package, Paths 2 the Future-Girls, originally designed for high school girls with high-incidence disabilities. P2F4A expanded on the promising Paths to the Future-Girls curriculum package by...
Federal funding program:
Award number:
R305A170633
Grant
Project ReACT: Neutralizing the Effects of Implicit Bias on Racial Disproportionality in School Discipline
The purpose of this project is to develop a professional development intervention (ReACT) to reduce racial/ethnic disproportionality in school discipline and special education referrals. Disproportionality in school discipline remains a long-term and pressing concern in education, and exclusionary discipline (e.g., suspensions, expulsions) exposes students to increased risk of academic failure, referrals for special education, and school dropout. Professional development is needed to help s...
Federal funding program:
Award number:
R324A170034
Grant
Web-based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges
The purpose of this project is to develop a web-based professional development program for school mental health providers to gain the skills needed to implement evidence-based practices (EBPs) for student attention and behavior problems. Such problems are among the most common reason for referrals to school mental health providers. Providers, however, typically receive insufficient training in EBPs. High quality effective training programs integrate didactic instruction, active learning stra...
Federal funding program:
Award number:
R305A170338
Grant
Academic and Behavior Combined Support (ABC Support) in Tier 2 Interventions
The purpose of this project is to develop and evaluate a Tier 2 intervention with a combined focus on behavior and academic skills, Academic and Behavior Combined Support (ABC Support). In current multi-tiered systems of support (MTSS), students who are not successful with Tier 1 instruction receive supplementary support. Schools face critical choices when making decisions regarding the focus of Tier 2 interventions. Despite the frequent co-occurrence of academic and behavior challenges for ...
Federal funding program:
Award number:
R305A170061
Grant
Teacher Anxiety Program for Elementary Students (TAPES)
The purpose of project is to develop a professional development program, Teacher Anxiety Program for Elementary Students (TAPES), to enhance teacher knowledge and skills around identifying and reducing anxiety in their students. Excessive anxiety in students can severely impair their academic functioning. Without specialized training and support, the complex social, emotional, behavioral, and educational needs of students with anxiety is challenging for teachers. Teacher knowledge and skills...
Federal funding program:
Award number:
R324A170071
Grant
Evaluation of Structured Methods in Language Education (SMiLE): A Program Combining Literacy and Language Development for K–5 Students with Significant Cognitive Disabilities in NYC's District 75
The goal of this study is to examine the impact of a multi-sensory reading program, Structured Methods in Language Education (SMiLE), on students with significant cognitive disabilities (SCD) who are not yet readers or are beginning readers. SMiLE is designed to provide students with SCD who struggle when beginning to read with the skills they need to access text and become more independent readers. District 75 within the New York City Department of Education is responsible for educating stu...
Federal funding program:
Award number:
R324L170003
Grant
Middle School Class-wide Function-related Intervention Teams (MS CW-FIT): Improving Academic Engagement and Outcomes for Middle School Students at Risk for Emotional or Behavioral Disorders
The purpose of this project is to develop the Middle School Class-wide Function-related Intervention Teams (MS CW-FIT), a multi-tiered, class-wide, positive behavioral group contingency intervention for improving middle school teachers' classroom management practices and students' engagement, behaviors, and academic performance. Effective middle school classroom management is critical because well-managed classrooms create opportunities to learn and foster student engagement, while poorly ma...
Federal funding program:
Award number:
R324A160279
Grant
Adapting Tier 2 Interventions for Non-Responsive Students in Elementary Schools
The purpose of this project is to develop an Adaptive Intervention Framework (AIF) that will facilitate the systematic identification and modification of Tier 2 interventions within the context of a multi-tiered system of behavior support. Multi-tiered systems of support (e.g., Response to Intervention) frequently used in schools provide the framework for addressing the academic and behavioral needs of students with problem behavior. These systems comprise integrated layers of prevention/int...
Federal funding program:
Award number:
R324A160096
Grant
Encouraging Social Inclusiveness as a Means to Improving Academic Performance
The purpose of the study was to evaluate the effects of the Early Achievements Intervention for Preschoolers with ASD (EA-ASD), an intervention aimed at addressing the learning challenges of young children with autism spectrum disorders (ASD) implemented by teachers in authentic public preschool educational settings. The multifaceted learning challenges of children with ASD lead to entering school without the fundamental skills necessary for academic and social success. The EA-ASD interventi...
Federal funding program:
Award number:
R324A160053
Grant
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
The purpose of this project was to develop a web-based version of an existing tier 2 intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), that targets the reduction of problem behavior of young children at risk for emotional and behavioral disorders (EBD). BEST in CLASS was designed to be delivered face-to-face in early childhood classrooms, which may restrict accessibility for early childhood programs with limited personnel o...
Federal funding program:
Award number:
R324A160158
Grant
Effectiveness Study of Tools for Getting Along: Teaching Students to Problem Solve
The purpose of this project is to examine the effectiveness of the Tools for Getting Along (TFGA) intervention designed to help upper elementary school teachers (Grades 4-5) establish a positive, cooperative classroom atmosphere and enable students to become more self-reliant, effective, and proactive problem solvers as they encounter social challenges. Prior evaluations of TFGA indicated students who were taught TFGA had a more positive approach to problem solving and a more rational proble...
Federal funding program:
Award number:
R324A160010
Grant
Comprehensive Meta-analysis of Malleable Factors to Support Youth with ADHD
The research team planned to conduct a comprehensive meta-analysis of school-based intervention treatment studies to understand which intervention practices are associated with positive outcomes for students with ADHD. Attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder that results in considerable social, occupational, and academic problems for youth and their families. Unfortunately, there has been considerable disagreement among professionals regarding the best intervent...
Federal funding program:
Award number:
R324A160133
Grant
Project SCORE IT: Developing and Evaluating Interactive Technology to Support Self-Monitoring and Data-Based Decision Making in the Classroom
The purpose of this project is to further develop SCORE IT, a technology-based self-monitoring intervention for use in middle school classrooms, by adding critical data-based decision-making support for teachers working with students who have challenging behavior. Although tools exist for teachers to evaluate a student's response to academic interventions, tools are far less common in the area of behavior. The enhanced SCORE IT is intended to increase academic engagement and decrease problem...
Federal funding program:
Award number:
R324A160076
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) with Latino Students: A Replication Study
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) for supporting the social-behavioral and academic performance of Latino elementary school students at risk for Emotional and Behavioral Disorders (EBD) and the family-school partnerships that support these students. Latino students, who account for nearly 25 percent of the student population in the United States, experience large disparities in educational outcomes and high rates of unmet mental hea...
Federal funding program:
Award number:
R324A160017
Grant
Reading Enhancements for Students with Autism Spectrum Disorders (Project READ): A Reading Comprehension Intervention for Students with Autism
The purpose of this project was to develop a comprehensive reading comprehension and behavior intervention for students with autism spectrum disorder (ASD) in upper elementary and middle school who display adequate word reading skills and low reading comprehension. Prior research has found that many individuals with ASD have difficulties with reading comprehension and providing effective reading comprehension instruction is complicated by the unique and challenging behaviors often present fo...
Federal funding program:
Award number:
R324A160299
Grant
Evaluating a Social-Emotional Learning Curriculum for Children At Risk for Emotional or Behavioral Disorders
The purpose of this project is to examine the efficacy of the Social-Emotional Learning Foundations (SELF) intervention for improving social-emotional learning, behavior, and school adjustment for children at risk for Emotional and Behavioral Disorders (EBD). Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems, and early school success depends on successful social-emotional development. Giv...
Federal funding program:
Award number:
R324A160136
Grant
Promoting Positive Transition Outcomes for Students with Intellectual Disability: A Research Institution-SEA Partnership in Rhode Island
The goal of this project is to compare the effect of a single self-determination intervention, Self-Determined Learning Model of Instruction (SDLMI), to a combination of SDLMI with another intervention, Whose Future Is It Anyway (WFA), for middle and high school students with intellectual disability on self-determination and other functional, academic, and transition outcomes. The Rhode Island Department of Education (RIDE) is implementing self-determination interventions statewide to addres...
Federal funding program:
Award number:
R324L160002
Grant
Getting SMART about Social and Academic Engagement of Elementary Aged Students with Autism Spectrum Disorder
This purpose of this project is to conduct a small-scale SMART (Sequential, Multiple Assignment, Randomized Trial) to build an adaptive intervention for elementary school students with Autism Spectrum Disorders (ASD) as well as examine the feasibility and acceptability of the intervention. The adaptive intervention will be a sequence of decision rules that specify how and when the intervention practices should change based on student response, thereby adapting the intervention to each studen...
Federal funding program:
Award number:
R324U150001
Grant
Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership
This project focused on continued implementation and testing of the Comprehensive, Integrated, Three-tiered (Ci3T) Prevention Research Project in LPS. The Ci3T model of prevention blends the principles of response to intervention and positive behavior interventions and supports with a validated program focused on developing students' social skillsets. The partners worked together to examine newly installed district- and school-level system changes designed to create positive learning environ...
Federal funding program:
Award number:
R305H150018
Grant
Adapting an Evidence-Based Practice for Children At-Risk for Autism for Diverse Early Intervention Service Systems
The research team proposed to improve developmental outcomes and school readiness of infants and toddlers at risk for autism spectrum disorders (ASD) and their families by adapting an existing empirically supported practice-the Early Start Denver Model (ESDM)-for use in Part C of the Individuals with Disabilities Education Act (IDEA) intervention systems in low-income, ethnically diverse community settings. The Program for Infants and Toddlers with Disabilities, commonly known as Part C, is ...
Federal funding program:
Award number:
R324A150211
Grant
Paths 2 the Future: Testing the Efficacy of a Career Development Intervention for High School Girls with Disabilities
The purpose of this efficacy project is to determine whether the Paths 2 the Future (P2F) curriculum intervention produces a beneficial effect on education and career outcomes for high school girls with high-incidence disabilities. P2F is a fully developed, gender-specific career development intervention that was developed and pilot tested through previous IES funding. High school girls with disabilities face unique challenges in gaining employment, accessing postsecondary education, living ...
Federal funding program:
Award number:
R324A170148
Grant
Development and Validation of a Web-Based System for Monitoring Social Behavior
The purpose of this project is to develop tools for progress monitoring of social behavior, particularly for use in monitoring the impact of Tier 2 and 3 school-based interventions targeting academic enablers (study skills, interpersonal skills, motivation, and academic engagement) and externalizing behavior (disruptive and oppositional behavior) for students in kindergarten through third grade. Direct Behavior Rating (DBR) is one promising method for assessing social behavior. DBR has been ...
Federal funding program:
Award number:
R324A150071
Grant
Development and Pilot Testing of the Students with Autism Accessing General Education (SAAGE) Model
This project proposed to develop a comprehensive intervention to increase the quality of educational services and access to inclusive settings for students with co-occurring autism spectrum disorder (ASD) and intellectual disability (ID) in elementary school. Existing support systems in many schools do not sufficiently meet the needs of these students, and there is a wide gap between what is known from research regarding best practices and current educational practices. This intervention was...
Federal funding program:
Award number:
R324A150032
Grant
Efficacy of Enhanced First Step to Success Intervention for Tertiary-Level Students with Disruptive Behavior
The purpose of this project is to examine the efficacy of the Tertiary First Step to Success (TFS) intervention for improving social, behavioral, and academic outcomes of students in kindergarten through Grade 3 with or at risk for developing severe behavior disorders. TFS includes classroom and home components implemented with the children, their parents, and their teachers. Research has shown that children's home experiences are linked to their mental health and educational success, partic...
Federal funding program:
Award number:
R324A150179
Grant
Predictors of Intermediate and Postsecondary Outcomes for Students with Disabilities
The purpose of this project was to identify malleable factors in public high schools that are predictive of the academic, behavioral, transition, and postsecondary success of students with disabilities. Little empirical attention has been focused on the factors that influence outcomes for students with disabilities despite a large federal investment in special education services and the evidence that students with disabilities continue to lag behind their peers in terms of college access and...
Federal funding program:
Award number:
R324A150137
Grant
Preschool First Step to Success: An Efficacy Replication Study
The purpose of this project is to replicate, via a randomized controlled trial, the efficacy of the preschool adaptation of the First Step to Success intervention for improving child behavior and social skills outcomes, as well as the overall school readiness, of preschool children who are at high risk for the development of oppositional and conduct disorders. There is a need to intervene early with young children who are exhibiting early signs of these disorders, before the severity and int...
Federal funding program:
Award number:
R324A150221
Grant
Evaluation of Efficacy of CBC for Addressing Disruptive Behaviors of Children at Risk for Academic Failure
The purpose of this study was to evaluate the effectiveness of Conjoint Behavioral Consultation (CBC), a structured family-school intervention addressing the disruptive and challenging behavior elementary school students at risk for academic failure. CBC was meant to address challenges facing students with behavior problems, such as the tendency to fail more courses, earn lower grades, miss more days of school, and be more likely to be retained in grade than their peers without behavioral pr...
Federal funding program:
Award number:
R305F050284
Contract
National Behavior Research Coordination Center
The National Behavior Research Coordination Center (NBRCC) is coordinating data from behavior research centers (BRCs) at four leading universities. The BRCs are investigating the efficacy of evidence-based interventions with students who exhibit severe behavior problems in grades 1 to 3. With SRI leadership and in partnership with the four BRCs, the NBRCC will produce and actively disseminate new knowledge for the special education and mental health fields regarding "what works" in improvi...
Federal funding program:
Contract number:
ED04CO00400001
Grant
Exploring the Status and Impact of School-Based Behavior Screening Practices in a National Sample: Implications for Systems, Policy, and Research
: Research has shown a positive relationship between student mental, emotional, and behavioral health and education outcomes. Schools represent the most common entry point for youth to receive mental health services, with over half of families accessing services through school. A significant obstacle to access to mental health services is the lack of a coordinated system for early identification of students in need of additional services. Given that the majority of school-age students at...
Federal funding program:
Award number:
R305A140543
Grant
Student Outcomes of Integrative Mental Health Services
: There is a growing need for school-based interventions to address the behavioral and academic challenges of the growing number of students who experience mental health problems. Although many evidence-based mental health interventions are being implemented in schools, they tend to address a single mental health disorder (e.g., anxiety) and do not adequately address the complex, multiple problems facing many children in schools. One evidence-based intervention, ChildSTEPS, is a flexible...
Federal funding program:
Award number:
R305A140253
Grant
Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
The transition to elementary school is a critical time for the development of key skills that are necessary for school success, including sustained attention, self-regulation, initiating and sustaining successful peer relationships, and academic competence. Unfortunately for many children at risk for learning and behavior problems, this transition can be difficult and may lead to early academic problems, which in turn can lead to more severe forms of problem behavior and learning difficultie...
Federal funding program:
Award number:
R305A140189
Grant
Multisite Study of School-Based Treatment Approaches for Adolescents with ADHD
Attention-deficit hyperactivity disorder (ADHD) is a prevalent and chronic mental health disorder associated with significant adverse outcomes at school. Empirically supported treatments for students with ADHD consist of medication, behavioral interventions, and the combination of the two. Most of the treatments developed for students with ADHD focus on elementary age students, but adolescents with ADHD are at increased risk for school suspensions, academic failure, classroom behavior prob...
Federal funding program:
Award number:
R305A140356
Grant
Parent Connectors: An Efficacy Study of Peer-Support for Parents of Middle School Youth with Emotional Disturbance
Youth with emotional and behavioral disorders are more likely to experience poor education outcomes than those from any other disability group. Although the effectiveness of parental involvement in improving academic outcomes of students is supported by research, students with emotional disturbance (ED) are the least likely to have families who are involved in their education. Because effective interventions for this population have not yet been established in schools, there is a need to eva...
Federal funding program:
Award number:
R324A130180
Grant
Assessing Self-Determination in the Era of Evidence-Based Practices: The Development and Validation of Student and Adult Measures of Self-Determination
The goal of this project was to develop and validate a self-determination assessment that can be used across students with and without disabilities. Higher levels of self-determination are related to better life outcomes for students with disabilities. Yet the current measures of self-determination available were developed in the 1990s and were developed and tested for a specific disability group. This limitation creates issues with cross-disability group comparisons of self-determination an...
Federal funding program:
Award number:
R324A130065
Grant
ADHD: Population-Based Estimates of Diagnosis, Treatments, and School Outcomes
ADHD is the most commonly diagnosed mental health disorder in school-aged children. Students with ADHD often engage in off-task and disruptive behaviors that reduce classroom engagement and, consequently, student learning. Students with ADHD are more likely to drop out of school, obtain a lower-level diploma, display low academic achievement, and fail to obtain a postsecondary education. Thus, identifying malleable and educationally relevant factors that decrease the impact of ADHD over time...
Federal funding program:
Award number:
R324A120331
Grant
On the Way Home: Promoting Transition Outcomes in Youth with EBD or LD—An Efficacy and Replication Study
For the nearly half-million children and youth served in out-of-home care, reintegrating into the home and school settings following out-of-home placements presents many challenges. These challenges are even greater for the estimated 30 to 85 percent who are also diagnosed with a disability. Coupled with the risks common to this population (e.g., poverty, psychological distress, limited parent involvement and educational support), it is no surprise that the problems faced by these youth duri...
Federal funding program:
Award number:
R324A120260
Grant
Factors Associated with High School and Post-High School Outcomes for Deaf and Hard-of-Hearing Students (Secondary Analysis of NLTS2 Data)
Identifying promising programs, policies, and interventions that can improve outcomes for deaf and hard-of-hearing students during and after high school remains a challenge for researchers and practitioners. Practitioners, policymakers, and researchers would benefit from an improved understanding of the kinds of instructional programs and settings, learning supports, supplemental and related services, and accommodations that can improve the high school and post-high school outcomes of deaf a...
Federal funding program:
Award number:
R324A120188
Grant
Project DATA: A Multisite Evaluation of a School-based Model for Preschoolers with Autism
The prevalence of autism spectrum disorders (ASD) has risen dramatically in the past decade and children are being identified at earlier ages, putting pressure on school districts to provide effective interventions for these young children. One comprehensive treatment model that aims to address this need for effective early intervention is Project DATA (Developmentally Appropriate Treatment for Autism). This model blends practices from the fields of applied behavior analysis, early childhood...
Federal funding program:
Award number:
R324A120232
Grant
Development of a Social and Communication Intervention for Preschoolers with Autism
The special educational needs of children with autism spectrum disorders (ASD) are extensive. Educators face practical problems such as targeting the core social and communication deficits of children with ASD in group instructional settings. For example, children with ASD exhibit problems with interpersonal synchrony, which requires socially appropriate initiations and responsivity to others. To address these concerns, there is a need for evidence-based, cost-effective educational and servi...
Federal funding program:
Award number:
R324A120330
Grant
Development of a Kindergarten Transitional Program for Preschool Students Identified as Being at High Risk for Behavioral Disorders
Research has highlighted the strong association between school readiness and successful school outcomes for children who are at risk for behavioral disorders. Children's early externalizing behavior problems, including aggression, defiance, inattention, hyperactivity, and impulsivity, have significant implications for children's school readiness and subsequent transitions into the early school years. In addition, children's self-regulation skills (ability to control behavior, attention, and ...
Federal funding program:
Award number:
R324A120136
Grant
A Summer Preparatory Program for Middle and High School Students with ADHD
Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) are at high risk for academic failure and school dropout. Middle and high school students with ADHD experience substantially more academic impairment than their peers, with an estimated one-third of students with ADHD ultimately dropping out of high school. Core symptoms of ADHD include disorganization and inattention, which make learning and retaining academic information difficult. Research has shown that students with ADHD h...
Federal funding program:
Award number:
R324A120169
Grant
Mediators of Social Impairment among Children with ADHD
The goal of this project was to explore the role of social cognition, social performance, and self-control on the social and academic functioning of children with attention deficit/hyperactivity disorder (ADHD). Children with ADHD typically exhibit behaviors such as inattention, hyperactivity, and impulsivity. However, children with ADHD also typically suffer from social problems, and there has been substantial evidence that social impairment can compromise academic success. The limited succ...
Federal funding program:
Award number:
R324A120003
Grant
Factors Associated with Positive Outcomes for Children and Youth with Autism: Secondary Analysis of Data from SEELS and NLTS2
The rapid growth in the number and diversity of children and youth served under Part B of the Individuals with Disabilities Education Act in the category of autism represents a significant challenge for educators across the country. There is still much to be learned about the types of school-related interventions (e.g., instructional programs and settings; learning supports; supplemental and related services; and accommodations and modifications) that can be used to improve school and post-s...
Federal funding program:
Award number:
R324A120012
Grant
Identifying Mediating and Moderating Mechanisms to Address Outcomes Associated with Poverty for Adolescents with Disabilities: Secondary Analysis of Data from the National Longitudinal Study-2 (NLTS2)
Living in poverty during childhood can be predictive of lower school performance and increased likelihood of dropping out of school. Students with disabilities are twice as likely to be living in poverty as students without disabilities. However, little empirical research has explored the relationship between poverty and school/post-school outcomes focusing on students with disabilities. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to inves...
Federal funding program:
Award number:
R324A120408
Grant
Efficacy of the BEST in CLASS Intervention for Young Children at High Risk for Emotional and Behavioral Disorders
The prevalence rates of young children at elevated risk for emotional and behavioral disorders is concerning, with data indicating that approximately 12-25 percent of young children display chronic problem behaviors that impact their current and future performance in school. There is a need to intervene early with young children before the severity and intensity of their problems increase. BEST in CLASS was developed with IES funding as a secondary level intervention for teachers in early ch...
Federal funding program:
Award number:
R324A110173
Grant
Development of an Intervention Model to Improve Educational Outcomes of Youth in Foster Care by Decreasing Runaway Behavior
Children and youth with or at risk for disabilities in foster care are at increased risk for school failure due in part to a high frequency of running away from their residential placements in the child welfare system (e.g., foster home). When children and youth run away they are missing school, which leads to poor educational outcomes. The purpose of this project is to develop and pilot test an intervention package that includes a functional assessment process and a menu of assessment-based...
Federal funding program:
Award number:
R324A110180
Grant
Development of I Control: An Executive Function Based Intervention to Foster Self-Regulation and Improve Social/emotional Outcomes for Middle School Students with Emotional and Behavioral Disorders
Students who exhibit significant and chronic behavioral problems and are consequently placed in special education programs for emotional and behavioral disorders are typically the most difficult to teach and manage in the classroom setting. Behavior management strategies, such as contingent reinforcement and behavior reduction procedures, are common classroom practices to address student behavior. However, these practices do not adequately address student self-regulatory skills, which have b...
Federal funding program:
Award number:
R324A110182
Grant
LEAP–USA Follow-up Project
According to the Centers for Disease Control, autism is increasingly becoming a public health crisis with a prevalence that has reached 1 in 110. To provide early intervention, LEAP-USA was developed as a comprehensive intervention model for preschool children with autism. Based on inclusion with typically developing peers, it aims to provide intervention and early education for young children with autism in a manner that does not tax school systems' limited resources. The first randomized c...
Federal funding program:
Award number:
R324A110246
Grant
Efficacy Study of Check and Connect to Improve Student Outcomes
There is a compelling need to more effectively intervene with youth with emotional and behavioral disorders to change their pattern of negative behavioral and academic experiences in high school. Importantly, there is a need to engage them in their school programs so they persist through graduation and are well prepared for success in their adult lives. This research team will conduct a randomized controlled trial to test the efficacy of the Check and Connect intervention, a promising, compr...
Federal funding program:
Award number:
R324A110166
Grant
Students, Parents, and Teachers on Track: Intervention Development for Youth with Emotional Disturbance
Students with emotional disturbance (ED) are often removed from their mainstream educational settings and placed in highly structured treatment settings (e.g., alternative schools) where intensive services are provided to the student. When students return to their general education home school, those services and supports abruptly stop, leading to difficult transitions for students and an increased likelihood of poor educational outcomes (e.g., dropout). The purpose of this project is to dev...
Federal funding program:
Award number:
R324A110370
Grant
Student Self-Management System (SSMS): Reducing Problem Behavior in Upper Elementary Classrooms by Transferring Externally Applied Teacher Controls to Internally Applied Student Controls
Students in upper elementary school face increasing school demands and expectations for self-monitoring their behavior and learning. A significant proportion of student misbehavior can be attributed to poor self-management skills and lack of impulse control. Despite evidence for the potential of student self-management interventions to reduce problem behaviors, research on self-management programs has yet to be translated into effective, practical tools for widespread implementation at the c...
Federal funding program:
Award number:
R324A110074
Grant
A Study of the Effects of a Three-Tier Model of Interagency Collaboration on Transition Outcomes for Students with Disabilities
Although post-school outcomes for students with disabilities have improved in the past 10 years, students with disabilities still consistently experience poor outcomes in the areas of education, employment, and independent living when compared to their peers without disabilities. To improve transition outcomes, the researchers will examine the efficacy of a three-tier model of interagency collaboration, called the Communicating Interagency Relationships and Collaborative Linkages for Excepti...
Federal funding program:
Award number:
R324A110018
Grant
Students Exposed to Trauma: An Efficacy Study of the Cognitive Behavioral Intervention for Trauma in Schools
There is a compelling need for school-based interventions to ameliorate the behavioral and academic challenges of the growing number of students who experience acute or chronic trauma. However, rigorous evidence supporting the use of trauma-focused interventions in schools is scarce, and does not always include student outcomes that may be of interest for school personnel (e.g., teacher ratings of student behavior, academic outcomes). This research team will conduct a randomized controlled t...
Federal funding program:
Award number:
R324A110027
Grant
Exploring the Predictors and Outcomes of Self-Determination for Secondary Students with Disabilities Using NLTS2
Historically, students with disabilities have had poor transitions to post-school life. Promoting the development of self-determination skills in students with disabilities is considered an area of best practice in this field. However, little empirical research has explored the relationship between individual and ecological factors and self-determination. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to identify individual and ecological fac...
Federal funding program:
Award number:
R324A120411
Grant
Project VIABLE-II: Unified Validation of Direct Behavior Rating (DBR) in a Problem-solving Model
Despite an increased emphasis on prevention and early intervention for improving students' social, emotional, and behavioral skills, there is a substantial gap in the availability of behavioral assessments to identify students in need of additional support (screening) and monitor response (progress monitoring). Previous work by this research team led to the development of Direct Behavior Rating (DBR) scales as an assessment method that combines the strengths of systematic direct observation ...
Federal funding program:
Award number:
R324A110017
Grant
Double Check: A Cultural Proficiency and Student Engagement Model
Research consistently finds that minority students are overrepresented in special education, disciplinary referrals, and behavioral suspensions. There is a need to address cultural factors as possible antecedents of problem behaviors. The research team will develop and pilot test Double Check, an intervention to reduce the overrepresentation of minority students in special education and disciplinary actions. Double Check is a model aimed at promoting cultural proficiency and student engageme...
Federal funding program:
Award number:
R324A110107
Grant
Successful Transition in the Early School Years for Children with Autism
Research has demonstrated that the quality of children's relationships with their teachers is related to their subsequent academic and social adjustment. This research, however, focuses primarily on typically developing children. The quality of student-teacher relationships (STR) may be particularly important for children with autism spectrum disorders (ASD) and other developmental disabilities because they are less likely to be successful in building positive relationships that may help pr...
Federal funding program:
Award number:
R324A110086
Grant
National Research and Development Center on Improving Mathematics Instruction for Students with Mathematics Difficulties
The purpose of the National Center on Mathematics Instruction for Students with Mathematics Difficulties is to increase knowledge of how children acquire and fail to acquire an understanding of rational numbers (i.e., fractions) and how children with math difficulties can be taught to understand and operate fluently with rational numbers. The new center will conduct exploratory research including both small-scale experimental and longitudinal studies to examine the cognitive processes, such ...
Federal funding program:
Award number:
R324C100004
Grant
Transition Success Assessment
The Individuals with Disabilities Education Act of 2004 requires that schools use transition assessments to develop postschool and annual transition IEP goals for each student with an individualized education program (IEP) who is of transition age. Practitioners have been developing transition goals for students in the absence of empirically based transition assessments which could help to identify the knowledge and skills that students need to increase their likelihood of attaining postscho...
Federal funding program:
Award number:
R324A100246
Grant
A Secondary Analysis of the National Longitudinal Transition Study 2: Examining the Relationships between Expectations, Access and Postsecondary Life Engagement
Despite improvements in postschool outcomes for youth with high-incidence disabilities, longitudinal and other research studies demonstrate that successful postschool transitions in the areas of employment, postsecondary education, and engagement in the community continue to elude many youth receiving special education and transition services. In addition, prior research often uses overly simplistic and often dichotomous measures of postschool success that fail to capture the broad range of...
Federal funding program:
Award number:
R324A100275
Grant
Modeling Short-Term and Longitudinal Work and Educational Transition Outcomes for Adolescents with High Incidence Disabilities
The career needs and postsecondary outcomes of youth with high incidence disabilities have received little attention in prior research. Additionally, promising programs and interventions that can improve career and postsecondary outcomes for students with high incidence disabilities remain difficult to identify. The purpose of this project is to use three national longitudinal datasets to examine the career and postsecondary aspirations of students with high incidence disabilities and to ide...
Federal funding program:
Award number:
R324A100232
Grant
Implementing Positive Behavior Supports in Juvenile Correction Settings
School-wide positive behavior support (PBS) practices are implemented in more than 10,000 schools across the United States. Schools report that these practices have led to a reduction in office discipline referral rates, increased instructional time for students formerly removed for disciplinary reasons, and improved academic performance. There are children and youth with disabilities or at risk for disabilities however, who receive educational and other services every day in alternative s...
Federal funding program:
Award number:
R324A100286
Grant
A Randomized Trial of the SCERTS Curriculum for Students with Autism Spectrum Disorders in Early Elementary School Classrooms
Over the past two decades the prevalence of children diagnosed with an autism spectrum disorder has risen significantly. Current prevalence rates indicate that 1 in every 110 children has an autism spectrum disorder. Few studies to date have evaluated comprehensive interventions in early elementary school for students with autism. Schools are left with the significant challenge of meeting the educational needs of students with autism spectrum disorders and resource allocation.
Federal funding program:
Award number:
R324A100174
Grant
iSKILLS : The Audio/Video Guidance Repository for Life Skills
Students with intellectual disabilities and/or autism often have difficulty acquiring and maintaining the life skills necessary for successful post-school transitions. These students face many challenges that inhibit their ability to actively participate as adults in their communities. Students with severe disabilities may benefit from systematic instruction on functional, social, daily living, leisure, community, and vocational skills necessary for improved post-school outcomes. Currently,...
Federal funding program:
Award number:
R324A100094
Grant
Factors Associated with the High School Preparation and Post-High School Outcomes of Youth with Disabilities: Secondary Analysis of Data from the National Longitudinal Transition Study-2
Identifying promising programs, policies, and interventions that can improve outcomes for students with disabilities during and after high school remains a challenge for researchers and practitioners. Practitioners, policymakers, and researchers would benefit from an improved understanding of the kinds of instructional programs and settings, learning supports, supplemental and related services, and accommodations can improve the high school and post-high school academic engagement and achiev...
Federal funding program:
Award number:
R324A100025
Grant
Peer Support and Peer Network Interventions to Improve Peer Relationships and School Engagement
Secondary students with severe intellectual disabilities often have difficulty gaining access to the social and academic experiences that can better equip them for life after high school. Current research suggests that social interactions between students with intellectual disabilities and their peers without disabilities may promote academic, functional, and social skill development, improve social competence and friendship development, and improve quality of life. Despite the adoption of m...
Federal funding program:
Award number:
R324A100391
Grant
My Life: Evaluation of Self-Determination Enhancement for Transitioning Students in Special Education and Foster Care
Enhanced self-determination has been shown to be associated with transition success for students with disabilities. Self-determination may be even more important for students with disabilities in foster care settings who are transitioning into adulthood. Although interventions have been developed to address self-determination among students with disabilities, there is a lack of empirical evidence to conclude that such interventions directly lead to better transition outcomes such as employme...
Federal funding program:
Award number:
R324A100166
Grant
Development of a Social-Emotional Learning Curriculum for Children At Risk for Emotional or Behavioral Disorders
Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems, and early school success depends on successful social-emotional development. Given increasing demands to demonstrate accountability for academic achievement, however, educators maximize academic instruction time, often at the expense of social-emotional learning.
Federal funding program:
Award number:
R324A100020
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students With Disruptive Behaviors
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) in rural Nebraska elementary schools. Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems. CBC is an indirect intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and implemente...
Federal funding program:
Award number:
R324A100115
Grant
Promoting Social, Emotional, and Behavioral Competence in Adolescents with Disabilities: A School-wide Inclusive Violence Prevention Model
Although many schools in the United States implement violence prevention programs, the vast majority of these interventions were developed with typically developing youth in mind. Generally, programs are either assumed to generalize to youth with disabilities or they exclude these youth because programs were not designed to meet their needs. Unfortunately, prior research indicates that youth with disabilities are at higher risk than their typically developing peers for experiencing victimiza...
Federal funding program:
Award number:
R324A100160
Grant
Transition Outcomes for Special Education Secondary Students: Project Choices
The purpose of this project is to address the need for ready access to information for parents, students, schools, and community agencies regarding transitional and community support programs. The goal of this project is to develop an online system that will assist in developing valid transition and educational plans toward improved adult outcomes for students with disabilities. The research team will develop an interactive, web-based data system, Choices, to help guide students with disabil...
Federal funding program:
Award number:
R324A090307
Grant
The Relationship of the Expanded Core Curriculum toTransition Outcomes for Students with Visual Impairments
The Expanded Core Curriculum (ECC) is intended to improve the academic and post-school outcomes for students with visual impairments and has been widely adopted across the country. The ECC includes units that cover the following nine topics: compensatory and functional skills, orientation and mobility, social skills, independent living skills, leisure and recreation skills, career and vocational skills, technology, sensory efficiency, and self-determination. However, little research has exam...
Federal funding program:
Award number:
R324A090288
Grant
Enhanced First Step to Success: Improving School Readiness for Children with Disruptive Behavior
Students with the most severe behavior problems often have multiple risk factors outside of the school setting; for example, their families may be overwhelmed by severe stress from factors such as drug and alcohol abuse, family dysfunction, marital discord, and unemployment. There are existing intervention programs that target young children with significant behavioral problems that may have some degree of impact on improving their behavior, but these are generally not sufficient to substan...
Federal funding program:
Award number:
R324A090237
Grant
Social Tele-Coaching in Classroom Settings
Social skills are important to students' school success, but a considerable number of children and adolescents with disabilities continue to face significant difficulty engaging socially with peers and adults at school – in classrooms, in lunchrooms, and on playgrounds. There are existing social skills programs that have been widely implemented, but research has suggested that although students acquire social skills knowledge and can use those skills in the intervention setting (e.g., sma...
Federal funding program:
Award number:
R324A090322
Grant
Developing a 3D-based Virtual Learning Environment for Use in Schools to Enhance the Social Competence of Youth with Autism Spectrum Disorder
Children identified with high functioning autism or Asperger syndrome have deficits in social competence that can lead to problematic social behavior and social isolation. Lack of appropriate social skills interferes not only with their ability to succeed in school, but with successful transition to adulthood (e.g., employment). A promising social skills program, Social Competence Intervention based on a framework of Cognitive Behavioral Intervention: SCI-CBI, has shown promise for improving...
Federal funding program:
Award number:
R324A090197
Grant
Improving Social-Communication, Literacy, and Adaptive Behaviors for Young Children with Autism Spectrum Disorders
Literacy skills, social communication skills, and the ability to participate in groups are important for success in educational settings. However, many children with autism are not equipped with these skills, which may potentially limit these children's success in education settings. Moreover, interventions that are effective in peer inclusive education settings have yet to be determined for the estimated three to six children out of every 1,000 who will be diagnosed with autism.
Federal funding program:
Award number:
R324A090091
Grant
Comprehensive Autism Program using Strategies for Teaching based on Autism Research
With an increasing number of young children with autism spectrum disorders in public schools, local and state education agencies must find cost-effective, research-based preschool programs that educators can use. To date, many programs for children with autism spectrum disorders have not been empirically evaluated. Minimal guidance is therefore available for educators and other school personnel for determining which approaches may be best to use with children with autism spectrum disorders....
Federal funding program:
Award number:
R324A090094
Grant
Ecological Approach to Family Intervention and Treatment (Eco-FIT) Integrated with PBS: An Effectiveness Trial in Middle School
Student problem behavior at school represents a challenge for teachers, parents, and students. Youth who engage in problem behavior at school often have a variety of related issues such as low achievement, low attendance or drop out, depression, and substance use. The transition to high school is a risky period for youth, especially for those already showing problem behaviors, because of the potential for increased antisocial behavior including substance use and violence. Early adolescence...
Federal funding program:
Award number:
R324A090111
Grant
Development and Validation of Progress Monitoring Tools for Social Behavior
Assessment tools that measure individual student progress in social behavior must not only allow for frequent measurement, be brief and easy to administer, they must also be reliable and valid. Otherwise, changes in observed scores across time may not accurately reflect student progress, and, more importantly, may contribute to inaccurate decisions regarding students' response to intervention. Although a number of general purpose measures of student social behavior had been used for progress...
Federal funding program:
Award number:
R324A090098
Grant
Developing a School-based Social Competence Intervention (SCI)
Youth with high functioning autism spectrum disorders (ASD) exhibit social skills deficits that inhibit their ability to navigate the complex social environment. For example, students with ASD are often unable to pick up nonverbal social cues and social prompts, and tend to display socially unacceptable behavior. Students are described as socially awkward, self-centered, or emotionally blunted. This interferes not only with their ability to succeed in school, but with successful transition...
Federal funding program:
Award number:
R324A090060
Grant
Parent Connectors: A Parent Support Program to Improve Outcomes for Students Who Have Emotional Disturbances
Students with emotional disturbances have the worst educational outcomes compared to their peers with other disabilities. Children with an emotional disturbance have the lowest grades in school, the lowest graduation rates, the fewest instances of full-time employment, the lowest paying jobs, and the highest risk of entering the adult mental health system. Recent research indicates that parent involvement is important in improving academic outcomes for students, yet parents of youth who have...
Federal funding program:
Award number:
R324A090049
Grant
National Research and Development Center on Serious Behavior Disorders at the Secondary Level
The primary objective of this project is to develop and evaluate the efficacy of a package of intervention strategies designed to reduce the significant behavioral and academic challenges experienced by high school students with behavior disorders. In addition, the research team will conduct supplementary studies to address key issues in special education and are responsive to the needs of policymakers and secondary-level special education practitioners; broadly disseminate their findings; a...
Federal funding program:
Award number:
R324C080006
Grant
Development of an Intervention to Enhance the Social Competencies of Children with Asperger's/High Functioning Autism Spectrum Disorders
Students with high functioning autism spectrum disorders pose a significant challenge in education settings due to their unique patterns of strengths and weaknesses. Despite relative strengths in verbal and cognitive skills, there is a significant need for intensive and individualized educational programming. Social interaction impairments, communication impairments, and restricted, repetitive, and stereotyped patterns of interests, activities, or behavior have been linked to a range of scho...
Federal funding program:
Award number:
R324A080136
Grant
Efficacy and Sustainability of the STAR Program
The number of children with autism spectrum disorder served in the US public education system has risen an average of 16% each year over the last decade. The education system has struggled to serve students with autism effectively because of the limited number of interventions that have demonstrated efficacy in classroom settings with a diversity of children and teachers. Furthermore, very little research has examined whether and how efficacious interventions can be successfully implemented ...
Federal funding program:
Award number:
R324A080195
Grant
Project READY: Research on Employability Skills for Adjudicated Youth with Disabilities
Adolescents with disabilities, specifically those with emotional disorders, are over-represented in the juvenile justice system. It is estimated that between 40 percent and 70 percent of all incarcerated juvenile offenders have some type of disability. Juvenile offenders are incredibly costly to our society due to both the monetary expenditures of incarceration and the associated costs with fewer employment opportunities after incarceration. Transitional programs aimed to reintegrate inca...
Federal funding program:
Award number:
R324A080140
Grant
Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-Based Early Intervention Model
Approximately 7 to 25 percent of young preschool-aged children are reported to engage in behavior that reflects emotional/behavioral disorders. The early onset of behavior problems strongly predicts later problem behaviors in elementary and middle school, which significantly disrupt the classroom learning environment. Existing strategies to address these early problem behaviors in preschool settings are limited because they do not target classroom factors such as interactions between teach...
Federal funding program:
Award number:
R324A080074
Grant
Development of Universal, Selected, and Intensive Social Skills Intervention Programs
Although approximately 20 percent of school-age children qualify for a psychiatric diagnosis of a serious behavior disorder or emotional disturbance, only about 1 percent of those children receive services in schools that address their psychosocial adjustment issues. These children present significant challenges for schools to meet their instructional and disciplinary needs. The purpose of this project is to develop and conduct an initial evaluation of social skills screening and instructi...
Federal funding program:
Award number:
R324A080113
Grant
Collaborative School-Home Behavioral Intervention for ADHD
Attention Deficit Hyperactivity Disorder (ADHD) is a serious condition defined by inattention, and/or impulsivity and hyperactivity and associated with significant academic and social impairment. It is estimated that 3 to 7 percent of students in the elementary grades meet criteria for a diagnosis of ADHD. Most of these children are not provided with effective psycho educational interventions to mitigate ADHD and to support optimal learning and social outcomes. The purpose of this project ...
Federal funding program:
Award number:
R324A080041
Grant
Project: PATHS (Postschool Achievement Through Higher Skills)
In 2004, the average yearly earnings for females with a high school diploma were 27 percent less than the average earnings of their male peers (U.S. Department of Education, 2006). This "gender gap" in earnings is even wider for young women with disabilities. Women with disabilities who are living independently are significantly more likely than men to be supporting themselves on less than $5,000 per year. Furthermore, one in eight women with disabilities also has a child to support (Wagner ...
Federal funding program:
Award number:
R324B070038
Grant
On the Way Home: A Family-Centered Academic Reintegration Intervention Model
Adolescents with disabilities sometimes require out-of-home care for behavior or academic problems. When adolescents re-enter home and school settings, students typically need supports in multiple settings to make a successful transition. On the Way Home: A Family-Centered Academic Reintegration Intervention Model is being developed to address this need. This project has three primary aims: to identify the child, family, and teacher/administrator training and implementation needs necessary f...
Federal funding program:
Award number:
R324B070034
Grant
Electronic Performance Support Systems (EPSS) as Assistive Technologies To Improve Outcomes for Secondary Students
The Individuals with Disabilities Education Act of 2004 requires that students with disabilities have access to the general education curriculum. Although students with learning disabilities and students with emotional and behavioral disorders spend the majority of their day in the regular classroom, they have been described as "actively inefficient" learners, which means they use simpler, less effective strategies for learning. Adaptive devices and assistive technology devices that emphasiz...
Federal funding program:
Award number:
R324B070176
Grant
Determining the Efficacy of the Self-Determined Learning Model of Instruction (SDLMI) To Improve Secondary and Transition Outcomes for Students With Cognitive Disabilities
There is now an emerging literature base in special education reporting that promoting self-determination is a valued and important outcome for students with disabilities, but that too many students with cognitive disabilities experience limited self-determination. The fact that many students with disabilities have low levels of self-determination is a problem because research shows that students with high levels of self-determination achieve more positive outcomes. The Self-Determined Lea...
Federal funding program:
Award number:
R324B070159
Grant
Social Communication and Symbolic Play Intervention for Preschoolers With Autism
Deficits in social-communicative functioning are core diagnostic features of autism. Joint attention and symbolic play are theoretically posited to be pivotal skills that constitute the early foundations for social-communicative development. Researchers have found that the quality and quantity of young children's social communicative behaviors is highly predictive of long-term developmental and functional outcomes. Few school-based interventions have been developed and tested that target th...
Federal funding program:
Award number:
R324B070056
Grant
Comparison of Two Comprehensive Treatment Models for Preschool-Aged Children With Autism Spectrum Disorders and Their Families
Prevalence rates for Autism Spectrum Disorders (ASD) have risen in the last decade. According to the Centers for Disease Control and Prevention, one in 150 children has an ASD. This increase has created pressure on local school systems to provide effective treatment and services for children with such disorders. To date, few studies have been conducted to evaluate the effects of school-based interventions that address the multiple needs of children with ASD.
Federal funding program:
Award number:
R324B070219
Grant
Translating Pivotal Response Training Into Classroom Environments
As rates of Autism Spectrum Disorders (ASD) increase, there is growing strain on public schools to provide high quality, specialized programming for meeting the needs of students with ASD. Very little research has examined the efficacy of any specific techniques for intervening with children with ASD in school settings. The translation of interventions that have been demonstrated to be effective in controlled settings to school settings is needed.
Federal funding program:
Award number:
R324B070027
Grant
Single-Case Research Design and Analysis: Applications in Educational Intervention Research
The purpose of this project is to review the current state of single-case research design and data analysis as applied to educational intervention research. The review will culminate in recommendations to single-case researchers to adopt more scientifically rigorous experimental designs and statistical analyses, thereby enhancing the validity of the researchers' conclusions. In addition, the researchers will consider methods for synthesizing the research literature from single-case research ...
Federal funding program:
Award number:
R324U060001
Grant
Think Time Efficacy Study
This project is conducting a randomized efficacy study of the Think Time Strategy, a prevention-oriented behavioral intervention, with elementary school children who exhibit disruptive behavior. Think Time has been developed and pilot tested with elementary age children who exhibit disruptive behavior and has been recognized as a promising intervention program. However, the efficacy of this program has not been tested.
Federal funding program:
Award number:
R324A070183
Grant
Project SEAM: Preventing Behavior Disorders and Improving Social-Emotional Competence for Infants and Toddlers with Disabilities
Estimates suggest that between 10 percent to 25 percent of all young children display social, emotional, and behavior problems, many of which are severe enough to warrant a mental health diagnosis (e.g., attachment disorder, attention deficit hyperactivity disorder). Children who display early signs of behavior problems typically do not "grow out" of them and such problems are likely to continue or worsen without intervention to improve behavior. However, there are few high quality assessme...
Federal funding program:
Award number:
R324A070255
Grant
Enhancing Data-based Decision-Making in Schools
Schoolwide Positive Behavior Support is a frequently used systems-level intervention that involves school teams to actively engage in assessment, decision-making, and implementation of behavior supports. These teams use data to identify rates and patterns of problem behavior. The data are expected to influence decisions by the team about what interventions to implement. Using data effectively and efficiently however, can be a difficult task. Although there are an increasing number of edu...
Federal funding program:
Award number:
R324A070226
Grant
Systematic Analysis and Model Development for High School Positive Behavior Support
High schools face tremendous challenges in their attempts to provide students with the academic and social skills needed to succeed as adults. In a survey of middle and high school teachers, 70 percent of teachers reported that disruptive behavior was a serious problem in their schools and almost four in 10 teachers reported that they spent more time managing disruptive behavior than they did teaching. One promising model of behavior support-schoolwide positive behavior support-has been used...
Federal funding program:
Award number:
R324A070157
Grant
Class-wide Function-Based Intervention Teams: A Research to Practice Agenda for Functional Behavior Assessment (CW: FIT)
General estimates of the number of school-aged children with documented emotional and behavioral disorders range from 14 percent to 26 percent of the general population. Although advances have been made in developing interventions for reducing problem behavior, there is still a need to determine the efficacy of behavioral interventions in schools. Behavioral interventions based on an understanding of "why" a student displays problem behavior (i.e., the function or cause) have shown promisin...
Federal funding program:
Award number:
R324A070181
Grant
Writing Instruction for Adolescents with Behavior Disorders: Scaffolding Procedural Learning to Extended Discourse
The purpose of this project was to modify and evaluate a writing intervention for middle school students with behavior disorders. Proficiency in reading and writing is essential for academic success. On the 2002 National Assessment of Educational Progress, 32 percent of eighth graders without disabilities attending public schools were writing at the proficient or advanced levels. For students with disabilities, only 4 percent of eighth graders were writing at the proficient or advanced level...
Federal funding program:
Award number:
R324A070199
Grant
Testing The Impact of PBIS Plus
Safe and orderly school environments are important for student achievement. Many students may be referred for special education services and exhibit behavioral problems in school because of a chaotic school environment or a classroom teacher who is not able to create a safe and orderly classroom environment. The school-wide Positive Behavioral Interventions and Supports program holds promise for enhancing the school climate and reducing student behavior problems. The purpose of this study is...
Federal funding program:
Award number:
R324A070118
Grant
Meta-Analysis of Single-Subject Designs
The purpose of this project is to develop meta-analytic methods for synthesizing one kind of nonrandomized experiment, the single-subject design. These designs are widely used in educational research settings (Kazdin, 2003; Kratochwill & Levin, 1992), and are among the strongest nonrandomized experiments (Shadish, Cook & Campbell, 2002). Although meta-analysis has been applied comparatively rarely to these designs, sufficient literature exists to believe that the time is propitious for fur...
Federal funding program:
Award number:
H324U050001*
Grant
Evidence-Based Interventions for Severe Behavior Problems: Classroom Management and Academic Tutoring (CMAT)
This project will address a question of fundamental importance to behavior management practices and policy: Does a comprehensive intervention that combines effective classroom management practices and academic tutoring result in students with severe problem behaviors demonstrating decreased levels of aggressive and disruptive behavior and increased levels of academic achievement when compared to students who receive services provided by public schools? The specific aims of this project, whic...
Federal funding program:
Award number:
H324P040013
Grant
The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE)
The purpose of Project WRITE was to further develop and examine the impact of a modified Self-Regulated Strategy Development (SRSD) on the writing and classroom behavior of elementary school students at high risk for serious behavior disorders (SBD). Prior research demonstrated SRSD improved the writing performance of students with learning disabilities and other struggling writers, but its impact on the writing performance, as well as behavior, of students with challenging behaviors was not...
Federal funding program:
Award number:
R324B060018
Grant
Evidence-Based Interventions for Severe Behavior Problems: Check, Connect, and Expect (CC&E)
The purpose of this program is to conduct intervention research that results in improving the quality of the lives of students with severe behavior problems who often engage in behaviors that are disruptive in school environments and, at times, dangerous to themselves and others. The intervention is a hybrid approach, using methods from evidenced based practices in the Check and Connect Program (Christenson, Sinclair, & Lahr, 1998, 2004) and the Behavior Education Program (Crone, Horner, & ...
Federal funding program:
Award number:
H324P040012
Grant
Evidence-Based Interventions for Severe Behavior Problems: The Prevent-Teach-Reinforce Model
The purpose is to conduct an intensive analysis of a standardized intervention, "Prevent-Teach-Reinforce (PTR)," that is based on the extensive research literatures of applied behavior analysis and positive behavior support. The principal objective of the research will be to investigate the impact of the PTR intervention when applied by typical school personnel, as compared to control conditions. Secondary goals include (a) differentiating those students for whom the PTR intervention is effe...
Federal funding program:
Award number:
H324P040003
Grant
Development and Validation of a Screener for Behavioral and Emotional Problems in Elementary and Middle School
The purpose of this project is to develop and validate a five-minute screening assessment to be used by teachers to identify elementary and middle school children with behavioral or emotional problems that predispose them to academic failure. The study will build upon pilot research to develop a screener from the longer form of the Behavioral Assessment System for Children, second edition (BASC-2; Reynolds & Kamphaus, 2004), currently used widely in the U.S. and abroad.
Federal funding program:
Award number:
R324B060005
Grant
Universal Cognitive-Behavioral Intervention for Elementary Students to Reduce Disruptive/Aggressive Behavior
The purpose of this project is to determine whether a cognitive-behavioral problem-solving curriculum focused on anger management and implemented by school personnel in classroom settings improves student behavioral outcomes related to positive social adjustment and school success. Researchers have found that teaching cognitive strategies through cognitive-behavioral intervention can decrease student disruption/aggression and strengthen pro-social behavior. Many such interventions incorpora...
Federal funding program:
Award number:
R324B060029
Grant
Adaptive Treatments for Children with ADHD
The purpose of this study is to investigate the efficacy of two forms of ADHD treatment: medication and behavioral intervention. Unlike previous research, this study proposes to examine the effect of sequential implementation of the two forms of ADHD treatment on students unresponsive to the primary intervention. By using sequential implementation of either medication followed by behavioral intervention or behavioral intervention followed by medication, students with ADHD will receive the ...
Federal funding program:
Award number:
R324B060047
Grant
Early, Evidence Based Intervention for Severe Behavior Problems: First Step to Success
The First Step to Success early intervention program is the focus of this research effort (Walker, Kavanagh, Stiller, Golly, Severson & Feil, 1997; 1998). First Step is a selected intervention designed to achieve secondary prevention goals and outcomes for behaviorally at risk children showing the early signs of emerging antisocial behavior patterns. It was developed for, and has been evaluated with, at-risk students having moderate to severe behavior problems in grades K-3. A randomized con...
Federal funding program:
Award number:
H324P040006
Grant
Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Effects on Communication, Compliance, and Problem Behavior
The purpose of this project is to develop an intervention for escape-motivated problem behavior. The intervention will teach children to request breaks from demanding tasks and to comply with task requests. Although several interventions (e.g., extinction, differential reinforcement of alternate behavior, functional communication training, demand fading) for escape-motivated problem behavior in individuals with disabilities already exist, each has weaknesses that can limit its utility. An in...
Federal funding program:
Award number:
R324B060007
Grant
Project Summer: Improving Summer Employment and Community Inclusion Outcomes for Transition-Age Youth with Disabilities
The purpose of Project Summer is to develop a practical, but effective, intervention designed to improve transition services for youth with disabilities and maximize engagement in summer employment and other transition-related activities. While research on transition services for youth typically has focused on educational and vocational programming provided during the academic school year, little is known about the employment and community activities of youth with disabilities during the su...
Federal funding program:
Award number:
R324S060023
Unsolicited grant opportunities
NCER and NCSER accepts unsolicited applications for research, evaluation, statistics, and dissemination projects that would make significant contributions to the mission of the Institute of Education Sciences.
Program Information
2023 Program Information includes Agenda, Keynote Speakers and Session Materials
Minutes of Meeting: November 16, 2015
NBES meeting minutes on November 16, 2015
2023 Annual Principal Investigators Meeting
Welcome to the 2023 IES Principal Investigators Meeting! Our theme this year is Building on 20 years of IES Research to Accelerate the Education Sciences. Our Co-Chairs for this year’s PI Meeting are Eunsoo Cho (Michigan State University) and Roddy Theobald (American Institutes for Research).
Social, Emotional, and Behavioral Competence
The Social and Behavioral Outcomes to Support Learning (Social/Behavioral) topic supports research that contributes to the prevention or amelioration of behavior problems in students with or at risk for disabilities in kindergarten through Grade 12.
Grant
Improving Paraprofessionals Instructional and Behavioral Support In Urban Elementary School Settings: A Research Practitioner Partnership
The goal of this partnership was for JGCP and KCKPS to work together to evaluate the level of knowledge, range of responsibility, time use, implementation of effective instructional practices, and training needs of KCKPS paraprofessionals and the teachers who work with them. The data that come from this evaluation are of interest to both partners. KCKPS had used the data to inform decisions about role assignments, training, and level of supervision for paraprofessionals. Ultimately, the goal...
Federal funding program:
Award number:
R305H140048
Grant
Examining the Efficacy of Classroom Pivotal Response Teaching in Classroom Environments
With increasing rates of autism spectrum disorders (ASD), public schools are straining to provide high-quality, evidence-based programs for these students. Most current evidence-based practices for students with ASD were designed for use in one-on-one or highly controlled settings. Little research to date has examined the effectiveness of specific techniques in the context of school systems.
Federal funding program:
Award number:
R324A140005
Grant
Project VIABLE: Validation of Instruments for Assessing Behavior Longitudinally and Efficiently
Empirical attention to the development and validation of viable formative measures of social behavior is essential if we are to effectively evaluate the success of positive behavior interventions put in place to address challenging student behavior. The purpose of this project is to develop and validate the Direct Behavior Rating (DBR) for use in student progress monitoring that is also feasible for use in applied settings. Thus, the goal of Project VIABLE is to develop the DBR for use in p...
Federal funding program:
Award number:
R324B060014
Grant
Project Success: Improving the Educational Outcomes of Youth with Disabilities in Foster Care
The purpose of Project Success is to implement the TAKE CHARGE model for enhancing the self-determination of foster youth with disabilities and to systematically evaluate the efficacy of the model in improving educational outcomes. Statistics reveal that approximately 40% of foster care youth have a disability, and that youth in foster care are three times more likely to be referred for special education services. Educators are frequently unaware of the unique issues facing special educatio...
Federal funding program:
Award number:
R324S060043
Grant
Early, Evidence-Based Intervention For Externalizing Behavior Problems in School: From Efficacy to Effectiveness of the First Step to Success Program
The First Step to Success Program is a school-home intervention with substantial evidence for its efficacy in achieving secondary prevention goals and positive outcomes for behaviorally at-risk children in the primary grades. It is packaged for dissemination, is evidence-based, and has been implemented successfully by a number of districts across the country during the past decade. The purpose of this project is to evaluate the effectiveness of First Step to Success under scaled-up conditio...
Federal funding program:
Award number:
R324B060003
Grant
Methodological Investigation of Effect Size Estimates Used in Meta-Analyses of Single-Case Research Design Results
The purpose of this project is to (1) examine the methods utilized for single-case design meta-analyses to identify effective effect size (ES) descriptors, (2) conduct a meta-analytic study of school-based treatments for children with autism spectrum disorders (ASD), and (3) perform a Monte Carlo simulation to compare the performance of ES estimates designed to describe a treatment's effectiveness with interrupted time series data from single-n AB designed studies.
Federal funding program:
Award number:
H324U050002*
View More