Julie Owens
Associated IES Content
FY2018
FY2018 Special Education Peer Review Panel
FY2017
FY2017 Special Education Peer Review Panel
FY2016
FY2016 Special Education Peer Review Panel
FY2015
FY2015 Special Education Peer Review Panel
Grant
Bridging Science and Practice for Students with Emotional and Behavioral Problems
The goal of this study is to further develop and evaluate Beacon, a web-based system that helps educators make informed decisions about their choice of services and measures to help students with emotional and behavioral problems. The Beacon system is nearly operational for general education classrooms and school mental health professionals from K to 12. In this project, the research team will add services and assessments that can be provided by educators in alternative classrooms and finali...
Federal funding program:
Award number:
R305A210323
Grant
Developing and Evaluating Processes for the Dissemination of Effective Universal and Targeted Classroom Management Practices
Universal and targeted classroom management strategies that reduce disruptive student behavior and improve academic achievement are available; yet, teachers' adoption, implementation, and sustainment of these strategies are often limited due to multiple barriers. The goal of this project is to develop and evaluate an innovative implementation support package that combines technologyand strategic resources within the school social network (i.e., influential peers) to reduce barriers to implem...
Federal funding program:
Award number:
R305A210224
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
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
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
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
Development Strategies to Increase Teacher Integrity in a Daily Report Card Intervention for Children with or at-risk for ADHD
Research has shown that teacher-implemented interventions for students with attention deficit hyperactivity disorder (ADHD) have positive effects. However, given the many demands that teachers face, the extent to which teachers implement these interventions as recommended (i.e., with integrity) is variable and often declines in the absence of ongoing consultation with another professional. Limited use of these interventions is a significant problem and can compromise student outcomes. The so...
Federal funding program:
Award number:
R324A120272
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