Joseph Wehby
Associated IES Content
FY2012
Single-Session Panels
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
FY2019
FY2019 Single-Session Peer Review Panel
Grant
Friendships and the Academic Skills and Behaviors of Students with Emotional and Behavioral Disorders: The Importance of Classroom Social Contextual Factors
The Principal Investigator (PI) will conduct a program of research focused on improving outcomes of students with or at risk for emotional and behavioral disorders (EBD) while participating in mentoring and training activities to develop knowledge and skills related to the friendships and social experiences of socially vulnerable youth, longitudinal social network methods and analyses, and grant management. It is well documented that children with EBD experience difficulties with social skil...
Federal funding program:
Award number:
R324B220003
FY2018
FY2018 Single-Session Peer Review Panel
FY2018
FY2018 Social and Behavioral Peer Review Panel
FY2017
FY2017 Social and Behavioral Peer Review Panel
FY2016
FY2016 Social and Behavioral Peer Review Panel
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
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
FY2015
FY2015 Social and Behavioral Peer Review Panel
FY2014
FY2014 Social and Behavioral Peer Review Panel
FY2013
FY2013 Social and Behavioral Peer Review Panel
Grant
Using Peer Models in the Context of Small-Group Direct Instruction to Teach Social and Academic Skills to Children with Autism
The Principal Investigator (PI) will further develop skills conducting single-case design research on children with autism while conducting a series of studies using this population and methodology. The research goals are to modify a small group intervention with peer models and examine its impact on academic and social skills.
Federal funding program:
Award number:
R324B130029
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
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
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