Brian Boyd
About
Brian Boyd is Professor and Director of the Juniper Gardens Children’s Project at the University of Kansas. As Director of a community-based, applied research center focused on child development, he has been heavily engaged in research that involves the most vulnerable, and often marginalized, populations. As a special educator by training, much of his research has involved the development and evaluation of evidence-based practices that could be implemented within school-based contexts. This work led to some of the first comparative efficacy studies of classroom-based interventions for preschool-aged children on the autism spectrum. His more recent work has focused on how issues of implicit bias and race affect the educational outcomes of young children who live in poverty. Dr. Boyd’s research has been funded by both the Institute of Education Sciences and the National Institutes of Health. Currently, he serves on multiple national boards that are dedicated to improving the outcomes of individuals with disabilities and those from historically underserved communities.
Associated IES Content
About
2021 About Page - About IES, NCER, NCSER and Co-Chairs
About IES
The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. We are independent and non-partisan.
Grant
Postdoctoral Research Training in Special Education: A Research to Practice Model
The postdoctoral research program will provide postdoctoral fellows with extensive research training in the areas of autism spectrum disorder (ASD) and emotional and behavioral disorders (EBD). The overarching goal of this program is to provide four fellows (with 2 years of training each) with a foundation in rigorous scientific methodology so that they can ultimately contribute to the field of special education in a way that is meaningful to practitioners.
Federal funding program:
Award number:
R324B200021
Grant
Combining the Self-Determined Learning Model of Instruction and Peer Supports: Examining the Impact on Academic, Social, and Functional Outcomes for Students With Autism Spectrum Disorders
The purpose of this project is to examine the initial efficacy of a comprehensive intervention combining two research-based interventions, the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports (PS), on academic, social, and functional outcomes for secondary students with autism spectrum disorders (ASD) in inclusive general education classrooms. Efficacy studies of the SDLMI and PS have been conducted separately, establishing impacts on outcomes for students with disabil...
Federal funding program:
Award number:
R324A200007
Grant
Effects of Implicit Bias on Children's Early Outcomes
The purpose of this project is to examine the relationship between implicit bias, teacher expectations, teacher–child interactions and child outcomes. There are disparities in child discipline and development that can manifest early for poor and/or minority children and can have lasting consequences. Previous research has shown that teachers demonstrate implicit preferences towards White versus minority students. Self-fulfilling prophecies and teachers' lower expectations of children can s...
Federal funding program:
Award number:
R305A200525
Grant
Post-doctoral Training in Special Education and Autism Research
The University of North Carolina's postdoctoral research program will provide postdoctoral fellows with extensive research training in special education with a focus on the knowledge and skills needed to evaluate the efficacy of interventions and instructional practices for students with autism spectrum disorders (ASD). The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct high-quality special education research related to children and youth
Federal funding program:
Award number:
R324B160038
Grant
Promoting ASAP Collaboration through Technology (PACT): An Intervention Modification to Enhance Home-School Collaboration
The purpose of this project was to develop and pilot test a web-based enhancement of the classroom-based Advancing Social-Communication and Play (ASAP) intervention to support collaborations between home and school. ASAP was designed to develop joint attention (shared attention toward an object or event with another person) and symbolic play (pretending), both pivotal skills for young children with autism spectrum disorders (ASD). Although there is evidence that ASAP has an impact, there is ...
Federal funding program:
Award number:
R324A170151
Grant
Advancing Social-Communication and Play (ASAP): An Intervention Program for Preschoolers with Autism
Core diagnostic features of autism include deficits in social-communicative functioning. Two pivotal skills for young children with autism include joint attention and pretend play, which constitute early foundations upon which later social-communicative skills are built. Joint attention (characterized by behaviors such as pointing, showing, and coordinated looking to share attention toward objects or events with another person) and symbolic play (characterized by the ability to pretend), pl...
Federal funding program:
Award number:
R324A110256
Grant
Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA)
According to the Centers for Disease Control and Prevention, approximately 1 in 88 children have an autism spectrum disorder (ASD). Autism is a pervasive disorder affecting multiple developmental outcomes (e.g., behavior, communication, cognitive skills). The heterogeneity of abilities poses a significant challenge for schools in determining how best to meet the needs of each child within the least restrictive environment. The research to date suggests that despite some mitigation in the sev...
Federal funding program:
Award number:
R324C120006
organization
University of Kansas
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