Joshua Langberg
Associated IES Content
Special Education FY2024
FY2024 Special Education Peer Review Panel
FY2023
FY2023 Special Education Peer Review Panel
FY2018
FY2018 Social and Behavioral Peer Review Panel
Grant
Developmental Relations Between Language Ability and Behavior Problems
The Principal Investigator (PI) will conduct a program of research to better understand relations between oral language and behavior problems in young children while participating in mentoring and training activities to develop expertise in language development, advanced longitudinal analyses, school-based research partnerships, and grant writing and management. The PI intends to conduct a longitudinal investigation to explore relations between language and behavior among young children at r...
Federal funding program:
Award number:
R324B200039
FY2017
FY2017 Social and Behavioral Peer Review Panel
FY2016
FY2016 Social and Behavioral Peer Review Panel
Grant
Longitudinal Evaluation of the Impact of Sleep Problems on the Academic and Social Functioning of Adolescents with and without ADHD
The purpose of this project is to conduct a prospective longitudinal study of students with and without Attention-Deficit/Hyperactivity Disorder (ADHD) beginning at Grade 8 to assess sleep patterns, academic, and social functioning, and factors that may differentially predict the presence of sleep problems. Sleep problems are considerably more common in individuals with ADHD in comparison to the general population, with approximately 30% of children and 60% of adults with ADHD exhibiting sig...
Federal funding program:
Award number:
R305A160126
FY2015
FY2015 Social and Behavioral Peer Review Panel
Grant
Improving the Educational and Social Emotional Functioning of College Students with ADHD
The purpose of this project was to evaluate a psychosocial intervention-Accessing Campus Connections and Empowering Student Success (ACCESS)-for postsecondary students with attention deficit hyperactivity disorder (ADHD). Many postsecondary institutions provide campus support services (e.g., disability accommodations) to help students with ADHD because these students are more likely to struggle and to drop out than students without ADHD. Because such campus support services often times do no...
Federal funding program:
Award number:
R305A150207
Grant
Efficacy of an Organizational Skills Intervention for Middle School Students with ADHD
The purpose of this efficacy study was to test whether the Homework, Organization, and Planning Skills (HOPS) intervention, refined for use in school settings with funding from an IES Development and Innovation award, can help middle school students with Attention Deficit/Hyperactivity Disorder (ADHD) deal with the organization, time management, and planning (OTMP) challenges of school.
Federal funding program:
Award number:
R305A130011
Grant
Organizational Skills Interventions for Children with ADHD
Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed childhood disorders with a prevalence rate estimated at 8%. Children with ADHD often have difficulty with school-related tasks and activities such as completing or turning in homework, planning for long-term assignments, studying for tests, and keeping class materials and papers organized. These organizational and temporal difficulties become particularly problematic with the increased demands of middle sch...
Federal funding program:
Award number:
R305A100996
View More