Robert Horner
Associated IES Content
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Grant
Multi-Tiered Systems of Support Research Network (MTSS-RN) Leadership Team
The MTSS Network Lead will provide the organizational structure needed to allow the Network to run smoothly, foster collaborative efforts across the Research Teams, and ensure that the Network achieves its research and leadership goals.
Federal funding program:
Award number:
R324N180020
Grant
Development of an Instructional Alternative to Out-of-School Suspension: The Instructional Suspension Learning Alternative (ISLA)
The purpose of this development and innovation project was to refine and test a Tier 1 universal intervention to reduce exclusionary discipline and increase instructional time for students, the Inclusive Skill-building Learning Approach (ISLA). ISLA promotes positive student-teacher relationships and students' problem-solving skills and school-wide systems that specify graduated and logical responses to concerning behavior to reduce the likelihood that students will be sent out of class.
Federal funding program:
Award number:
R305A180006
Grant
Identifying Factors Predicting Implementation and Sustainability of Tier 2 and 3 Behavior Support Systems
The purpose of this project is to identify malleable factors that influence the implementation and sustainability of behavioral interventions at Tiers 2 (supplemental interventions) and 3 (intensive interventions) of a multi-tiered system of supports (MTSS). Many effective interventions are adopted in schools, but they rarely are implemented beyond a year or two. One promising method of enhancing sustainability of interventions is to implement them within broader systems that may support the...
Federal funding program:
Award number:
R324A180027
Grant
TIPS EdTech: Developing Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) within Multi-Tiered Support Systems
The purpose of this study is to develop the Team Initiated Problem Solving (TIPS) EdTech suite of tools, which includes TIPS Online Training and TIPS Meeting Application (TIPS MApp), and test their promise for improving the efficiency and impact of school teams' data-based decision making. There is rapid growth in the amount of data available to school teams, but many school teams are not effective in their use of data to support students. Although there is evidence of efficacy for the TIPS ...
Federal funding program:
Award number:
R324A170052
report
Research Report
The Role of Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research
The field of education is increasingly committed to adopting evidence-based practices. Although randomized experimental designs provide strong evidence of the causal effects of interventions, they are not always feasible. For example, depending upon the research question, it may be difficult for researchers to find the number of children necessary for such research designs (e.g., to answer questions about impacts for children with low-incidence disabilities). A type of experimental design that
Jan 07, 2016
Publication number:
NCSER 2015002
Grant
Single Case Design Research Training Institute
The purpose of this project is to improve the capacity of education researchers to conduct high-quality single-case design (SCD) intervention research by holding two SCD Training Institutes during the summer of 2014 and 2015.
Federal funding program:
Award number:
R324U140001
Grant
Identifying Factors Predicting Implementation and Sustainability of School-wide Positive Behavioral Interventions and Supports
Although many effective interventions are adopted in today's schools, they rarely sustain beyond a year or two once external support (e.g., grant funding, university-based training) is removed. The existing literature on sustainability of practices in schools is primarily anecdotal and not based on empirical research. Accordingly, school personnel are left without guidance on how to implement sustainable practices. Because so little attention has been devoted to the rigorous study of impleme...
Federal funding program:
Award number:
R324A120278
Grant
Team-Initiated Problem Solving for Improved Student Outcome
The goal of this project was to examine the efficacy of Team-Initiated Problem Solving (TIPS), a model for training and coaching school teams to use behavioral and academic data to define and solve problems. Schoolwide Positive Behavioral Interventions and Supports (PBIS) is a frequently used systems-level intervention that involves school teams actively engaging problem solving to improve student academic, social, emotional, and behavioral outcomes. This requires both appropriate data manag...
Federal funding program:
Award number:
R324A120041
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Enhancing Data-based Decision-Making in Schools
Schoolwide Positive Behavior Support is a frequently used systems-level intervention that involves school teams to actively engage in assessment, decision-making, and implementation of behavior supports. These teams use data to identify rates and patterns of problem behavior. The data are expected to influence decisions by the team about what interventions to implement. Using data effectively and efficiently however, can be a difficult task. Although there are an increasing number of edu...
Federal funding program:
Award number:
R324A070226
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Postdoctoral Research Training in the Education Sciences
The focus of the program was on research addressing school-wide behavior support practices and integration of family support systems within schools, as well as methodological issues of studying intervention effects
Federal funding program:
Award number:
R305B060014
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