State University of New York (SUNY), Buffalo
Associated IES Content
Grant
AI Institute for Transforming Education for Children with Speech and Language Processing Challenges
The purpose of this project is to advance artificial intelligence (AI) and create the technology to assist speech-language pathologists (SLPs) with identifying students in need of speech and language services and delivering individualized interventions. Students who experience difficulties with speech or language are at an increased risk of falling behind in their academic and social-emotional development. The COVID-19 pandemic has strained our school systems, which, coupled with a national ...
Federal funding program:
Award number:
2229873 (NSF)
Grant
Creating Upstanders: The Development of Norms And Bystander Intervention Training (NAB IT!) to Reduce Bullying and Sexual Harassment
The purpose of this study is to develop and test a social norms and bystander intervention training to reduce bullying and sexual harassment in high schools. NAB IT! (Norms And Bystander Intervention Training) relies on influential peer leaders in high schools to establish social norms and bystander intervention training to promote peer intervention in instances of bullying and sexual harassment to improve school climate.
Federal funding program:
Award number:
R305A190139
Grant
Enhancing IEPs of Children with ADHD Using Daily Report Cards: An Efficacy Trial
The purpose of this project is to test the efficacy of using a Daily Report Card (DRC) intervention as an enhancement to the individualized education program (IEP) for students with attention-deficit hyperactivity disorder (ADHD). Children with ADHD are at risk for negative academic and social outcomes due to difficulties with attention, impulse control, and activity modulation. Because of these problems, effective interventions aimed at improving academic performance and social/behavioral o...
Federal funding program:
Award number:
R324A190239
Grant
Comprehensive Meta-analysis of Malleable Factors to Support Youth with ADHD
The research team planned to conduct a comprehensive meta-analysis of school-based intervention treatment studies to understand which intervention practices are associated with positive outcomes for students with ADHD. Attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder that results in considerable social, occupational, and academic problems for youth and their families. Unfortunately, there has been considerable disagreement among professionals regarding the best intervent...
Federal funding program:
Award number:
R324A160133
Grant
Enhancing Father Engagement to Promote Social, Behavioral, and Academic Outcomes
This project adapts and tests the Coaching Our Acting Out Children: Heightening Essential Skills (COACHES) program for implementation in schools. This is a clinic-based program to help fathers of children with or at risk for attention-deficit/hyperactivity disorder (ADHD) get more involved and engaged in their child's school performance. Research indicates that parent training focused on child behavior can help children with ADHD, yet little is known about how programming specifically design...
Federal funding program:
Award number:
R305A150230
Grant
Postdoctoral Training in Intervention Research for Children with Disruptive Behavior Disorders
Federal funding program:
Award number:
R324B090010
Grant
Developing Time-Indexed Effect Size Metrics for K–12 Reading and Math Educational Evaluation
The project developed academic growth references for K-12 reading and math achievement based on nationally representative longitudinal datasets and time-referenced effect size metrics, based on those national academic data, that can be used to assess the effectiveness of educational interventions.
Federal funding program:
Award number:
R305D090021
Grant
Development of an Intervention to Enhance the Social Competencies of Children with Asperger's/High Functioning Autism Spectrum Disorders
Students with high functioning autism spectrum disorders pose a significant challenge in education settings due to their unique patterns of strengths and weaknesses. Despite relative strengths in verbal and cognitive skills, there is a significant need for intensive and individualized educational programming. Social interaction impairments, communication impairments, and restricted, repetitive, and stereotyped patterns of interests, activities, or behavior have been linked to a range of scho...
Federal funding program:
Award number:
R324A080136
Grant
Evaluating State Equity and Adequacy in School Resources and Math Achievement: Multilevel Joint Analyses Linking NAEP to the Schools and Staffing Survey and the School District Finance Survey
Federal funding program:
Grant
Adaptive Treatments for Children with ADHD
The purpose of this study is to investigate the efficacy of two forms of ADHD treatment: medication and behavioral intervention. Unlike previous research, this study proposes to examine the effect of sequential implementation of the two forms of ADHD treatment on students unresponsive to the primary intervention. By using sequential implementation of either medication followed by behavioral intervention or behavioral intervention followed by medication, students with ADHD will receive the ...
Federal funding program:
Award number:
R324B060047
Grant
Enhancing Individual Education Plans for Children with Attention-Deficit/Hyperactivity Disorder Using a Daily Report Card
The purpose of this project is to develop and obtain preliminary evidence of the efficacy of an intervention designed to improve the practices of teachers of children with attention-deficit/hyperactivity disorder (ADHD) who have an Individualized Education Program (IEP) and academic and socioemotional outcomes of these children. The researchers will provide preliminary evidence of the efficacy of using a daily report card intervention (DRC), long used as an efficacious intervention for chil...
Federal funding program:
Award number:
R324J060024
Grant
Academic and Behavioral Competencies Model
In this project, researchers aimed to evaluate the efficacy of the Academic and Behavioral Competencies (ABC) model, a school-wide program designed to enhance students' social competencies and behavior. The ABC model included strategies such as school-wide discipline rules, social skills training, peer tutoring, peer mediation, and parent training, and include methods of working with children with impaired behavioral or social functioning (such as ADHD).
Federal funding program:
Award number:
R305L030065
Grant
Center for Early Literacy and Responsible AI (CELaRAI): Innovating Beginning Reading Instruction for Culturally and Linguistically Diverse Learners
CELaRAI aims to harness the transformative power of generative artificial intelligence (AI) to innovate K-2 beginning reading materials and support for independent reading. CELaRAI will focus on research and development of AI Reading Enhancer (AIRE), a student-facing tool to generate personalized text (AIRE Text Generator), conduct real-time reading analysis (AIRE Reading Analysis), and provide just-in-time literacy support (AIRE Text Enhancer). Through AIRE, the research team aims to signif...
Federal funding program:
Award number:
R305C240046
Grant
Measuring Original Thinking in Elementary Students: A Text-Mining Approach
This research project aims to develop a new instrument and a computer application that measures original thinking among late-elementary students (Grades 3-5) through automated scoring. The Measurement of Original Thinking in Elementary Students (MOTES) will adopt text-mining models that have been tested only with adults and test their use with elementary students. Measuring original thinking in children has a long history. However, manual scoring of existing original thinking tests limits th...
Federal funding program:
Award number:
R305A200519
Grant
Longitudinal Study of a Successful Scaling-Up Project: Extending TRIAD
Some research has indicated that early childhood interventions have lasting effects, while other research suggests that the effects of early childhood interventions diminish over time. This mixed evidence base warrants further research on the sustainability of early childhood interventions and the need to identify elements of continued support necessary for preserving initial gains from early childhood interventions. To that end, the researchers will assess the long-term effectiveness of the...
Federal funding program:
Award number:
R305A120813
Grant
Misbehaving in School
Misbehaving in School
Federal funding program:
Award number:
R902B070019
Grant
Comprehensive Postdoctoral Training in Scientific Education Research
In this training program, the trainers recruited and mentored six postdoctoral fellows, five of whom completed the full training, in ongoing projects regarding applied scientific research in education. The trainers provided fellows with complementary training in using state-of-the-art methodologies.
Federal funding program:
Award number:
R305A070491
Grant
Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies
In this project, the research team evaluated a large-scale implementation of the TRIAD mathematics intervention in both diverse geographical areas and student populations. Prior research showed that focused pre-K math interventions improved student learning in math under limited conditions, but no large-scale research had been done at the time of the project.
Federal funding program:
Award number:
R305K050157
Grant
Writing Intensive Reading Comprehension: Effects of Comprehension Instruction With and Without Integrated Writing Instruction on Fourth and Fifth Grade Students' Reading Comprehension and Writing Performance
In this study, researchers proposed to develop a curriculum called Writing Intensive Reading Comprehension (WIRC). WIRC was to support students in grades 4 and 5 by integrating reading comprehension instruction with writing instruction in collaborative, theme-based reading/writing workshops. At the time of this project, research on reading and writing suggested assumed that students with high reading comprehension skills could use writing to understand reading, whereas those with low reading...
Federal funding program:
Award number:
R305G040153
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