Oregon Social Learning Center

The purpose of this study is to evaluate the efficacy of the Students with Involved Families and Teachers (SWIFT) program for improving student school adjustment for students with emotional and behavioral disorders (EBD) as well as parent involvement in schools. Transitions are commonplace for students with EBD who may move between special education classrooms and programs within schools as well as to and from various placements such as day-treatment centers and residential facilities. Such ...

This research set out to examine the long-term effects of the Kids in Transition to School (KITS) Program, an intervention aimed at enhancing the school readiness of young children with co-occurring developmental disabilities and behavioral problems, on children's functioning in elementary school. Children with these co-occurring problems are at particularly high risk for problems with school readiness, which may lead to further negative educational outcomes. In a prior IES-funded study, the...

The purpose of this project is to conduct a randomized control trial of the Kids in Transition to School (KITS) program, an intervention to improve the early literacy, prosocial, emotional, and behavior regulation skills of at-risk children. Designed to support at-risk children and their families during the transition period between prekindergarten and kindergarten, the KITS program was developed to provide a high-intensity, short-term intervention that can be delivered to children before a...

Students with emotional disturbance (ED) are often removed from their mainstream educational settings and placed in highly structured treatment settings (e.g., alternative schools) where intensive services are provided to the student. When students return to their general education home school, those services and supports abruptly stop, leading to difficult transitions for students and an increased likelihood of poor educational outcomes (e.g., dropout). The purpose of this project is to dev...

Children with disabilities often experience a gap in services during the summer before kindergarten. During this time, they may lose school readiness skills that would have facilitated their transition to early elementary school. This gap in services is a particular problem for children with co-occurring developmental disabilities and behavior problems. These children are likely to have low levels of school readiness and are at risk for academic failure. In addition, their behavior and s...

The partnership focused on the following project objectives: