W. Carl Sumi
About
W. Carl Sumi, Ph.D., is a Senior Principal Education Researcher and manages the Behavior Research group in the Center for Learning and Development at SRI International. Dr. Sumi conducts research to address emotional and behavioral disabilities among children and youth in schools. Dr. Sumi has been the Principal Investigator or Co- Principal Investigator for many large scale school-based studies with the goal of improving outcomes for students, educators, families, and communities. Dr. Sumi has worked with families and children with emotional and behavioral disabilities in a variety of capacities for more than 30 years, from direct service in the classroom to research and statewide policy development in the fields of education and mental health. He is the author or coauthor of numerous articles, monographs, and presentations on research and evaluation in systems of care, intervention strategies, and long-term outcomes for children with severe emotional and behavioral disturbances.
Associated IES Content
Grant
Initial Efficacy Study of Classcraft, A Gamified Approach to Classroom Management
In this project, researchers will evaluate the efficacy of Classcraft, a gamified technology-based approach designed to help teachers establish a positive, cooperative classroom atmosphere and improve classroom management and student engagement. Although Classcraft is widely used by over 30,000 teachers and 1 million active student participants worldwide, it has not been rigorously studied in a randomized controlled trial (RCT). Furthermore, little is known about the effect of Classcraft on ...
Federal funding program:
Award number:
R305A230392
Grant
A Study of "Discipline in the Secondary Classroom": A Positive Approach to Behavior Management
The purpose of this study is to test the efficacy of Discipline in the Secondary Classroom (DSC), a classroom management program that provides tools and strategies to help high school teachers establish proactive, nonpunitive discipline policies; manage student behavior; foster student motivation; and create a positive and productive classroom. Although DSC is used in hundreds of high schools across dozens of states, it has not been rigorously studied in a randomized control trial (RCT) for ...
Federal funding program:
Award number:
R305A180013
Grant
Effectiveness Study of Tools for Getting Along: Teaching Students to Problem Solve
The purpose of this project is to examine the effectiveness of the Tools for Getting Along (TFGA) intervention designed to help upper elementary school teachers (Grades 4-5) establish a positive, cooperative classroom atmosphere and enable students to become more self-reliant, effective, and proactive problem solvers as they encounter social challenges. Prior evaluations of TFGA indicated students who were taught TFGA had a more positive approach to problem solving and a more rational proble...
Federal funding program:
Award number:
R324A160010
Grant
Efficacy Study of Foundations, School-wide Positive Discipline for Middle Schools
The purpose of this project was to evaluate the efficacy of Foundations, a positive and proactive approach to school-wide discipline developed by Safe & Civil Schools (SCS). Foundations provides tools and strategies to help K-12 school staff establish proactive, nonpunitive school-wide discipline policies, manage student misbehavior, foster student motivation, and create a positive and productive school climate. More than 5,000 schools across the U.S. have implemented Foundations; howeve...
Federal funding program:
Award number:
R305A160005
About
2020 About Page - About IES, NCER, NCSER and Co-Chairs
Grant
Effectiveness Replication of the BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development
This replication study will test the effectiveness of BEST in CLASS, a manualized tier 2 intervention designed to prevent and reduce challenging behaviors and promote appropriate behaviors in children ages 3-5. BEST in CLASS was developed and initially tested for efficacy by the developers with IES funding, and demonstrated that BEST in CLASS increases teachers' use of effective behavioral and instructional practices, management skills, and sense of self-efficacy to enhance the classroom qua...
Federal funding program:
Award number:
R324R210005
Grant
Efficacy Study of Check and Connect to Improve Student Outcomes
There is a compelling need to more effectively intervene with youth with emotional and behavioral disorders to change their pattern of negative behavioral and academic experiences in high school. Importantly, there is a need to engage them in their school programs so they persist through graduation and are well prepared for success in their adult lives. This research team will conduct a randomized controlled trial to test the efficacy of the Check and Connect intervention, a promising, compr...
Federal funding program:
Award number:
R324A110166
Grant
Students Exposed to Trauma: An Efficacy Study of the Cognitive Behavioral Intervention for Trauma in Schools
There is a compelling need for school-based interventions to ameliorate the behavioral and academic challenges of the growing number of students who experience acute or chronic trauma. However, rigorous evidence supporting the use of trauma-focused interventions in schools is scarce, and does not always include student outcomes that may be of interest for school personnel (e.g., teacher ratings of student behavior, academic outcomes). This research team will conduct a randomized controlled t...
Federal funding program:
Award number:
R324A110027
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