Susan Sheridan
Associated IES Content
Grant
Efficacy of Teleconsultation with Parents and Teachers to Promote Student Social-Behavioral Outcomes
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) delivered via distance technology (tele-CBC) in rural Appalachian elementary schools. Students with social-behavioral problems are at high risk of developing long-term, pervasive behavioral and academic problems. CBC is an intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and ...
Federal funding program:
Award number:
R324A230211
Grant
Efficacy of Virtual Professional Development in Rural Schools to Enhance Teacher-Parent Partnerships for Students with Behavioral Challenges
The purpose of this efficacy study is to evaluate a virtual professional development (VPD) approach for consultants implementing Conjoint Behavioral Consultation (CBC) in rural schools with students with or at risk of developing Serious Emotional Disability (SED). Family-school interventions are effective at addressing social behavioral and mental health needs across school and home and are particularly relevant in rural settings. Professional development of rural practitioners in fostering ...
Federal funding program:
Award number:
R324A210166
Grant
Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
The purpose of this project is to conduct a systematic efficacy replication of a family-school partnership intervention, Conjoint Behavioral Consultation (CBC), for students with or at risk of serious emotional disturbance (SED). The study will test CBC using school-based specialists as interventionists instead of research personnel who were used in prior efficacy studies. The research team will examine impact of the intervention on student behavior outcomes, parent-teacher relationships, an...
Federal funding program:
Award number:
R324R210013
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) with Latino Students: A Replication Study
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) for supporting the social-behavioral and academic performance of Latino elementary school students at risk for Emotional and Behavioral Disorders (EBD) and the family-school partnerships that support these students. Latino students, who account for nearly 25 percent of the student population in the United States, experience large disparities in educational outcomes and high rates of unmet mental hea...
Federal funding program:
Award number:
R324A160017
Grant
Early Learning Network Lead
The Early Learning Network Lead will provide the programmatic leadership, technical knowledge, and administrative structure needed to ensure the Early Learning Network runs smoothly and accomplishes its goals and objectives. The Network Lead will encourage collaborative efforts across the Research and Assessment Teams and support the dissemination of Network findings and products to practitioners and policymakers. The Network Lead will also provide technical assistance to recipients of Pre...
Federal funding program:
Award number:
R305N160015
Grant
Early Learning Contexts in Rural and Urban Nebraska
The research team will investigate cumulative influences on early learning and achievement for young children at economic disadvantage across rural and urban settings in a Midwestern state. The researchers will examine macro-level policy and micro-level classroom factors: responsiveness (approaches or personal experiences that attend to child need); organization and structure (the capacity of schools and classrooms to function effectively); instructional support (e.g., staff qualifications a...
Federal funding program:
Award number:
R305N160016
Grant
Efficacy of the Getting Ready Intervention at Supporting Parental Engagement and Positive Outcomes for Preschool Children at Educational Risk
Despite the efforts of early intervention programs to bolster school readiness, some children arrive in kindergarten demonstrating early cognitive, language, or socio-emotional delays that hinder their progress in school. In addition, despite overwhelming evidence of the benefits of planned coordination between home and school, this coordination occurs all too rarely for individual children. This reality, coupled with the unequivocal finding that early relationships matter in a child's devel...
Federal funding program:
Award number:
R324A120153
Grant
A Meta-Analysis of Parent Involvement Interventions and Family-School Partnerships' Effects on Student Outcomes
Interactions and experiences within home and school systems, uniquely and together, form the foundation for developmental trajectories throughout students' educational careers. Previous research on parental involvement suggests that when parents are involved in their children's schooling, students experience increased achievement and academic performance, stronger self-regulatory skills, fewer discipline problems, better study habits, more positive attitudes toward school, improved homework ...
Federal funding program:
Award number:
R305A120144
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students With Disruptive Behaviors
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) in rural Nebraska elementary schools. Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems. CBC is an indirect intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and implemente...
Federal funding program:
Award number:
R324A100115
Grant
The National Center for Research on Rural Education
The National Center for Research on Rural Education (R2Ed) conducted a focused program of research on teacher professional development to improve instruction and support student achievement in reading and science in rural schools. The center also engaged in two related sets of studies: the first explored potential moderating effects of the rural context on early school success and the second investigated statistical and methodological solutions to the unique challenges posed by conducting re...
Federal funding program:
Award number:
R305C090022
Grant
Development of a Three-tiered Model in Early Intervention to Address Language and Literacy Needs of Children at Risk
Language proficiency and early literacy competence are strong predictors of school success. Children who begin school without essential, prerequisite skills are significantly more likely to require remedial and special education services than are their peers who begin school with a solid grasp of essential language skills. Effective, responsive early intervention is critical to minimize the gap between struggling and achieving children upon school entry. Three-tiered models featuring univers...
Federal funding program:
Award number:
R324A090075
Grant
Postdoctoral Fellowship for Research on Consultation-Based Interventions for Students with Social and Behavioral Concerns
The primary goal of this training program was to prepared researchers to conduct investigations that evaluate approaches designed to support student learning and achievement via the reduction of social and behavioral problems.
Federal funding program:
Award number:
R305B080010
Grant
Evaluation of Efficacy of CBC for Addressing Disruptive Behaviors of Children at Risk for Academic Failure
The purpose of this study was to evaluate the effectiveness of Conjoint Behavioral Consultation (CBC), a structured family-school intervention addressing the disruptive and challenging behavior elementary school students at risk for academic failure. CBC was meant to address challenges facing students with behavior problems, such as the tendency to fail more courses, earn lower grades, miss more days of school, and be more likely to be retained in grade than their peers without behavioral pr...
Federal funding program:
Award number:
R305F050284
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