Charles Greenwood
Associated IES Content
Grant
Post-Doctoral Research Training Program in Special Education: Evidence-Based Practice in Early Intervention and Early Learning
This postdoctoral program provided five postdoctoral fellows with research training focused on the design, implementation, and evaluation of early intervention and early learning programs in community-based settings.
Federal funding program:
Award number:
R324B180004
Grant
Validity Studies of the Classroom Code for Interactive Recording of Children's Learning Environments (CIRCLE) (Version 2.0)
The goal of this project is to validate a classroom observational measure that can be used to assist preschool teachers in revising and implementing interventions for children who are identified as unresponsive to existing classroom learning contexts (e.g., classroom activity structure such as small groups, academic content such as literacy). When a child's behavior is not responsive to the instruction provided, intervention adjustments are necessary. The Classroom Code for Interactive Recor...
Federal funding program:
Award number:
R324A170048
Grant
Validation of Cognitive Problem-Solving and Movement Infant-Toddler IGDIs for Screening and General Outcome Progress Monitoring
This study will examine the reliability and validity of two Individual Growth and Development Indicators (IGDIs) - the Early Cognitive Problem Solving Indicator (EPSI) and the Early Movement Indicator (EMI) - designed for screening and progress monitoring in intervention decision making with infants and toddlers with and without disabilities. High-quality services for young children with or at risk for disabilities increasingly rely on the use of data for decision making. The IGDIs were desi...
Federal funding program:
Award number:
R324A150166
Grant
The Effects of Online Decision Making Support for Home Visitors Using an RTI Approach to Promote the Language Development of At-risk Infants and Toddlers
Children who lack key early language and literacy experiences prior to kindergarten face significant challenges learning to read. Because of impoverished early language experiences, many children are not adequately prepared to benefit from the reading instruction they receive when they reach school. Home visitation is a viable model for improving the home language experiences that are known to promote children's growth in language and early communication. However, home visitors face challeng...
Federal funding program:
Award number:
R324A120365
Grant
Post-Doctoral Research Training Program in Special Education: Response to Intervention (RTI) in Early Childhood
This postdoctoral program provided four postdoctoral fellows with research training focused on a response-to-intervention (RTI) approach to early intervention and early childhood special education. The program was housed at Juniper Gardens Children's Project, with training opportunities available through the multi-site Center for Response to Intervention in Early Childhood.
Federal funding program:
Award number:
R324B120004
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Center for Response to Intervention in Early Childhood
Reading development depends on language development and pre-literacy experiences prior to formal schooling. Children who have not had many language or early literacy experiences prior to kindergarten face significant challenges learning to read. These children often continue to experience poor reading skills throughout school. With continued failure, many of them may become eligible for special education which may involve services that are "too little too late" and are often very costly for ...
Federal funding program:
Award number:
R324C080011
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Grant
The Infancy to Preschool Early Literacy Connection: Validation Studies of the Early Communication (ECI) Indicator of Growth and Development
Speech and communication impairments or delays are the most frequently reported reason for need of early intervention services. To enable teachers and other service providers to target instruction to young children's specific needs, valid and sensitive assessments are needed that measure incremental growth in early language skills, accurately predict early literacy development, and are easily administered.
Federal funding program:
Award number:
R324A070085
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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