University of Kansas
Associated IES Content
Grant
Examining the Initial Efficacy of the Goal Setting Challenge App: Impacts of Technology-Delivered Self-Determination Instruction on Secondary/Transition Outcomes
The purpose of this project is to examine the initial efficacy of the Goal Setting Challenge (GSC) App, a fully developed, technology-delivered self-determination intervention. This intervention provides the core components of the self-determined learning model of instruction (SDLMI), a type of self-determination intervention usually delivered by teachers. The GSC App delivers instruction to students directly through technology. The research team will examine the impacts of the GSC App on th...
Federal funding program:
Award number:
R324A230012
Grant
Enhancing Engagement: Investigating Adaptations to Commonly Used Interventions for Elementary Students with Challenging Behavior
The Principal Investigator (PI) will conduct a program of research designed to improve intervention and outcomes for students with or at risk for emotional and behavioral disorders (EBD) as well as participate in career development activities to expand knowledge and skills related to research methods, project management, and behavioral interventions. Challenging behavior significantly limits student access to ongoing instruction in general education, leading to negative long-term outcomes. B...
Federal funding program:
Award number:
R324B210007
Grant
Initial Efficacy Evaluation of the CW-FIT Middle School Program: Improving Academic Engagement and Outcomes for Middle School Students
The purpose of the CW-FIT Middle School (CW-FIT MS) project is to conduct an Initial Efficacy evaluation of CW-FIT MS for improving middle school students' engagement, academic outcomes and socially appropriate behaviors while improving their teachers' classroom management practices. Classroom behavior problems top the list of concerns for teachers, who consistently rank students' disruptive, defiant, and aggressive behaviors as major barriers to teaching. Classroom management is particular...
Federal funding program:
Award number:
R324A200063
Grant
Combining the Self-Determined Learning Model of Instruction and Peer Supports: Examining the Impact on Academic, Social, and Functional Outcomes for Students With Autism Spectrum Disorders
The purpose of this project is to examine the initial efficacy of a comprehensive intervention combining two research-based interventions, the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports (PS), on academic, social, and functional outcomes for secondary students with autism spectrum disorders (ASD) in inclusive general education classrooms. Efficacy studies of the SDLMI and PS have been conducted separately, establishing impacts on outcomes for students with disabil...
Federal funding program:
Award number:
R324A200007
Grant
Validity of a Nonspeech, Dynamic Assessment of the Alphabetic Principle (DAAP)
The purpose of this project is to refine and validate the Dynamic Assessment of the Alphabetic Principle (DAAP), a new computerized assessment of the alphabetic principle and several of its components, including the ability to learn relations between spoken words and letters with brief instruction, and letter discrimination. The DAAP is designed for students with speech impairments and students with intellectual disabilities-children who are likely to fall behind in learning to read. The dea...
Federal funding program:
Award number:
R324A200190
Grant
Postdoctoral Research Training in Special Education: A Research to Practice Model
Federal funding program:
Award number:
R324B200021
Grant
Possible Selves and Self-Determination: Improving Transition Outcomes for High School Students with Learning Disabilities
The purpose of this study is to evaluate the efficacy of Possible Selves: Nurturing Student Motivation (PS)plus the Self-Determined Learning Model of Instruction (PS+SDLMI) for improving the academic and transition outcomes of high school students with learning disabilities (LD). Research has consistently shown that students with LD demonstrate less college and career readiness compared to students without disabilities. For example, although the number of high school graduates with LD enteri...
Federal funding program:
Award number:
R324A190011
Grant
Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns
The purpose of this project is to validate the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) for identifying K-12 students who are at risk for internalizing and/or externalizing behavior patterns. To prevent students with and at risk for emotional and behavioral disorders (EBD) from developing long-term negative consequences such as school failure and dropout, it is essential that students be identified early to facilitate the identification, implementa...
Federal funding program:
Award number:
R324A190013
Grant
Effects of Implicit Bias on Children's Early Outcomes
The purpose of this project is to examine the relationship between implicit bias, teacher expectations, teacher–child interactions and child outcomes. There are disparities in child discipline and development that can manifest early for poor and/or minority children and can have lasting consequences. Previous research has shown that teachers demonstrate implicit preferences towards White versus minority students. Self-fulfilling prophecies and teachers' lower expectations of children can s...
Federal funding program:
Award number:
R305A200525
Grant
ASPIREPlus: A Researcher-Practitioner Partnership to Promote Self-Determination and More Positive Student Outcomes
The partnership team will examine whether two programs, the Active Student Participation Inspires Real Engagement (ASPIRE) program and the Self-Determined Learning Model of Instruction (SDLMI) are associated, on their own and in combination, with increased student involvement in transition planning (planning for post-high school) in middle and high school and improved transition outcomes (post-secondary education/training, employment, and community inclusion) for students with disabilities.
Federal funding program:
Award number:
R305H190017
Grant
Project DataWall: A Decision Support System for MTSS
The purpose of this project is to develop and pilot test a decision support system (DSS) that guides school teams in using data to implement an integrated multi-tiered system of support (MTSS) and improve outcomes for students with or at risk for a disability. Integrated MTSS is intended to provide both behavior and academic services; but despite the theoretical advantages of integrating these services, many schools struggle to implement MTSS at a high level of fidelity. This project will de...
Federal funding program:
Award number:
R324A190054
Grant
Enhancing Ci3T: Building Professional Capacity for High Fidelity Implementation to Support Students' Educational Outcomes (Project ENHANCE)
The purpose of this project is to conduct an efficacy trial of the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention for elementary schools that integrates academic, behavioral, and social learning supports. In addition, the research team will further identify and develop systems-level professional learning modules necessary for moving the Ci3T model to scale, including (1) Leadership Skills and Structures Needed to Support Ci3T, (2) Capacity of Ci3T Leadership Teams to Supp...
Federal funding program:
Award number:
R324N190002
Grant
Promoting Self-Determination for Students with Disabilities: A Goal-Setting Challenge App
The purpose of this project is to develop an interactive web application, the Goal-Setting Challenge (GSC) App, to enhance goal setting and attainment skills of adolescents with high-incidence disabilities. Self-determination skills, including self-regulated problem solving, goal setting and attainment, self-monitoring, and self-evaluation, are critical for successful transitions to post-secondary and employment settings. Existing self-determination interventions, such as the Self-Determined...
Federal funding program:
Award number:
R324A180012
Grant
Factors Contributing to Academic, Social/Communication, and Behavioral Outcomes for Elementary Students with the Most Significant Cognitive Disabilities
The purpose of this study is to examine how educational placement affects academic, social/communication, and behavioral outcomes for elementary students with significant cognitive disabilities (SCD). The study will also explore student-, classroom-, and school/district-level factors as potential mediators or moderators of associations between placement and student outcomes. Although researchers have argued that educational placement makes a difference in the type of instruction students wit...
Federal funding program:
Award number:
R324A180024
Grant
Promoting Teacher Use of the Supports Intensity Scale-Children's Version to Engage in Supports Planning to Enhance Access to the General Education Curriculum for Children with Intellectual Disability
The purpose of this project is to develop a professional development model to support teachers in using the results of a Supports Intensity Scale-Children's Version (SIS-C) assessment to design supplementary aids and services that promoteaccess to the general education curriculum for students with intellectual disability (ID). The model includes the SIS-C Supports Planning Process (a process that involves using the SIS-C to identify, implement, and evaluate supplementary aids and services fo...
Federal funding program:
Award number:
R324A180034
Grant
5E Model Professional Development in Science Education for Special Educators (5E-SESE)
The purpose of this project is to develop the 5E Model Professional Development in Science Education for Special Educators (5E-SESE), an online system of professional development for special education teachers who are teaching science to students with significant cognitive disabilities (SCD). With many states adopting rigorous Next Generation Science Standards (NGSS), science achievement expectations for students with SCD are increasing. Yet teachers are not prepared to provide instruction t...
Federal funding program:
Award number:
R324A180202
Grant
Post-Doctoral Research Training Program in Special Education: Evidence-Based Practice in Early Intervention and Early Learning
Federal funding program:
Award number:
R324B180004
Grant
Professional Development to Support Teachers' Implementation of a Tiered Model for Promoting Social-Emotional Development of Infants and Toddlers
The purpose of this project is to support teachers' implementation of a tiered model for promoting social-emotional growth in infants and toddlers by adapting an existing evidence-based tiered model and refining a professional development (PD) approach to support the teachers' implementation. Many early childhood teachers lack important skills for supporting children's early social-emotional development. As a result, many children enter kindergarten with or at high risk for challenging behav...
Federal funding program:
Award number:
R324A170118
Grant
The Self-Determined Learning Model of Instruction: Examining the Impact of Implementation Supports on Teacher and Student Outcomes
: This study will test the efficacy of varied levels of support for teachers implementing the Self-Determined Learning Model of Instruction (SDLMI). SDLMI is a research-based program designed to promote positive transition outcomes for high school students with disabilities. Previous research indicates that students whose teachers participate in professional development (PD) around SDLMI experience improved access to the general education curriculum and self-determination outcomes (e.g., inc...
Federal funding program:
Award number:
R324A170008
Grant
Validity Studies of the Classroom Code for Interactive Recording of Children's Learning Environments (CIRCLE) (Version 2.0)
The goal of this project is to validate a classroom observational measure that can be used to assist preschool teachers in revising and implementing interventions for children who are identified as unresponsive to existing classroom learning contexts (e.g., classroom activity structure such as small groups, academic content such as literacy). When a child's behavior is not responsive to the instruction provided, intervention adjustments are necessary. The Classroom Code for Interactive Recor...
Federal funding program:
Award number:
R324A170048
Grant
Development of a Data-Based Decision Making System to Support Educators' Promotion of Infants and Toddlers' Cognitive Problem-Solving Skills
In this project, the research team will develop and test a web-based tool that supports infant-toddler service providers' use of child data to individualize services for children at risk for delay in cognition, gross motor skills, communication, or social skills. Despite evidence that using child data to inform services and curriculum decisions improves child outcomes, infant-toddler educators often lack the training and resources needed to monitor children's progress on key outcomes and ind...
Federal funding program:
Award number:
R324A170141
Grant
Middle School Class-wide Function-related Intervention Teams (MS CW-FIT): Improving Academic Engagement and Outcomes for Middle School Students at Risk for Emotional or Behavioral Disorders
The purpose of this project is to develop the Middle School Class-wide Function-related Intervention Teams (MS CW-FIT), a multi-tiered, class-wide, positive behavioral group contingency intervention for improving middle school teachers' classroom management practices and students' engagement, behaviors, and academic performance. Effective middle school classroom management is critical because well-managed classrooms create opportunities to learn and foster student engagement, while poorly ma...
Federal funding program:
Award number:
R324A160279
Grant
Measuring Early Communication Development in Children with ASD
The purpose of this study is to modify and validate an existing assessment, the Communication Complexity Scale (CCS), so that it reflects current communication abilities in school-age children with autism spectrum disorder (ASD) and minimal verbal skills, is reliable and valid for measuring outcomes and educational progress, can be learned by teachers and related service personnel within a feasible time period, and is affordable to use. The CCS has been developed and assessed with promising ...
Federal funding program:
Award number:
R324A160072
Grant
Promoting Positive Transition Outcomes for Students with Intellectual Disability: A Research Institution-SEA Partnership in Rhode Island
The goal of this project is to compare the effect of a single self-determination intervention, Self-Determined Learning Model of Instruction (SDLMI), to a combination of SDLMI with another intervention, Whose Future Is It Anyway (WFA), for middle and high school students with intellectual disability on self-determination and other functional, academic, and transition outcomes. The Rhode Island Department of Education (RIDE) is implementing self-determination interventions statewide to addres...
Federal funding program:
Award number:
R324L160002
Grant
Promoting ASAP Collaboration through Technology (PACT): An Intervention Modification to Enhance Home-School Collaboration
The purpose of this project was to develop and pilot test a web-based enhancement of the classroom-based Advancing Social-Communication and Play (ASAP) intervention to support collaborations between home and school. ASAP was designed to develop joint attention (shared attention toward an object or event with another person) and symbolic play (pretending), both pivotal skills for young children with autism spectrum disorders (ASD). Although there is evidence that ASAP has an impact, there is ...
Federal funding program:
Award number:
R324A170151
Grant
Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership
This project focused on continued implementation and testing of the Comprehensive, Integrated, Three-tiered (Ci3T) Prevention Research Project in LPS. The Ci3T model of prevention blends the principles of response to intervention and positive behavior interventions and supports with a validated program focused on developing students' social skillsets. The partners worked together to examine newly installed district- and school-level system changes designed to create positive learning environ...
Federal funding program:
Award number:
R305H150018
Grant
Validation of Cognitive Problem-Solving and Movement Infant-Toddler IGDIs for Screening and General Outcome Progress Monitoring
This study will examine the reliability and validity of two Individual Growth and Development Indicators (IGDIs) - the Early Cognitive Problem Solving Indicator (EPSI) and the Early Movement Indicator (EMI) - designed for screening and progress monitoring in intervention decision making with infants and toddlers with and without disabilities. High-quality services for young children with or at risk for disabilities increasingly rely on the use of data for decision making. The IGDIs were desi...
Federal funding program:
Award number:
R324A150166
Grant
Assessing Self-Determination in the Era of Evidence-Based Practices: The Development and Validation of Student and Adult Measures of Self-Determination
The goal of this project was to develop and validate a self-determination assessment that can be used across students with and without disabilities. Higher levels of self-determination are related to better life outcomes for students with disabilities. Yet the current measures of self-determination available were developed in the 1990s and were developed and tested for a specific disability group. This limitation creates issues with cross-disability group comparisons of self-determination an...
Federal funding program:
Award number:
R324A130065
Grant
A Multi-Site Efficacy Trial of the Class-wide Function-related Intervention Teams "CW-FIT": A Research to Practice Agency for Students With and At Risk for EBD
Research suggests that 3-6 percent of school-age children have emotional and behavioral disorders (EBD), yet these students are typically not identified until they have exhibited serious problems, including school failure, over multiple school years. There is a need for evidence-based interventions that prevent and ameliorate severe problem behavior exhibited by school-age children. Behavioral interventions based on an understanding of "why" a student displays problem behavior (i.e., the fun...
Federal funding program:
Award number:
R324A120344
Grant
The Effects of Online Decision Making Support for Home Visitors Using an RTI Approach to Promote the Language Development of At-risk Infants and Toddlers
Children who lack key early language and literacy experiences prior to kindergarten face significant challenges learning to read. Because of impoverished early language experiences, many children are not adequately prepared to benefit from the reading instruction they receive when they reach school. Home visitation is a viable model for improving the home language experiences that are known to promote children's growth in language and early communication. However, home visitors face challeng...
Federal funding program:
Award number:
R324A120365
Grant
Post-Doctoral Research Training Program in Special Education: Response to Intervention (RTI) in Early Childhood
Federal funding program:
Award number:
R324B120004
Grant
Development and Validation of Online Adaptive Reading Motivation Measures
Because reading motivation has the potential to impact literacy achievement, learning about and measuring reading motivation is crucial to designing interventions and measuring student response to those interventions. Unfortunately, there are few valid, reliable measures of reading motivation that can inform instructional decisions. Currently, measures of reading motivation are targeted to young children or lack good psychometric properties. Researchers propose to develop and validate a new ...
Federal funding program:
Award number:
R305A110148
Grant
A Secondary Analysis of the National Longitudinal Transition Study 2: Examining the Relationships between Expectations, Access and Postsecondary Life Engagement
Despite improvements in postschool outcomes for youth with high-incidence disabilities, longitudinal and other research studies demonstrate that successful postschool transitions in the areas of employment, postsecondary education, and engagement in the community continue to elude many youth receiving special education and transition services. In addition, prior research often uses overly simplistic and often dichotomous measures of postschool success that fail to capture the broad range of...
Federal funding program:
Award number:
R324A100275
Grant
Children's School Success Curriculum - Plus (CSS+): Supporting All Children's Progress in the General Curriculum
Curricula that incorporate universal design for learning (UDL) features provide educators with instructional goals, methods, and materials to accommodate multiple learner differences and may improve the participation and progress of children with or most at risk for disabilities. These features provide diverse groups of learners with a variety of formats that may improve their use of resources and materials and may increase their opportunities to engage in classroom activities, express idea...
Federal funding program:
Award number:
R324A100239
Grant
Post-Doctoral Special Education Research Training in Urban Communities: A Research to Practice Model
Federal funding program:
Award number:
R324B100004
Grant
Expanding the Reach of Evidence-Based Interventions for Improving Social-Emotional Outcomes for Infants in Child Care
Social-emotional competence and development are central to children's overall school readiness and school success. However, knowledge about infant social-emotional development and about evidence-based practices for supporting positive social-emotional outcomes are often lacking among childcare teachers. The goal of this project is to create and test a professional development program aimed at increasing responsive childcare teacher interactions to promote infant social-emotional development....
Federal funding program:
Award number:
R324A100041
Grant
Professional Development that is Systemic, Focused on Teacher Growth, Incorporates Coaching, Collaboration, Cohorts, and Increased Knowledge to Create Student Success
The purpose of this project is to develop a professional development curriculum to improve teacher practice in general instructional and classroom management practices in ways that will promote student success. The professional development curriculum will be called STICKS - Systemic, focused on Teacher growth, Incorporates Coaching, collaboration, cohorts, and increased Knowledge to create Student success.
Federal funding program:
Award number:
R324A090283
Grant
Social Tele-Coaching in Classroom Settings
Social skills are important to students' school success, but a considerable number of children and adolescents with disabilities continue to face significant difficulty engaging socially with peers and adults at school – in classrooms, in lunchrooms, and on playgrounds. There are existing social skills programs that have been widely implemented, but research has suggested that although students acquire social skills knowledge and can use those skills in the intervention setting (e.g., sma...
Federal funding program:
Award number:
R324A090322
Grant
Building Foundations for Self-Determination in Young Children with Disabilities: Developing a Curriculum for Families
Self-determination is defined as a set of abilities and skills that allow one to define personal and interpersonal goals in life and to take initiative in reaching those goals. A self-determined young person has the ability to identify goals, problem-solve effectively, and appropriately express and advocate for him or herself. Self-determination has been associated with positive academic and post-transition outcomes in adolescents and young adults with disabilities. In the current early chil...
Federal funding program:
Award number:
R324A090267
Grant
Improving Social-Communication, Literacy, and Adaptive Behaviors for Young Children with Autism Spectrum Disorders
Literacy skills, social communication skills, and the ability to participate in groups are important for success in educational settings. However, many children with autism are not equipped with these skills, which may potentially limit these children's success in education settings. Moreover, interventions that are effective in peer inclusive education settings have yet to be determined for the estimated three to six children out of every 1,000 who will be diagnosed with autism.
Federal funding program:
Award number:
R324A090091
Grant
Early Identification of Children with Reading Disabilities within an RTI Framework
The purpose of this project is to compare three types of measurement approaches for accurately and efficiently identifying kindergartners with reading disabilities. Early identification of children with reading disabilities maximizes the opportunity to provide intensive reading interventions, improve reading achievement, prevent academic failure in later grades, and reduce inappropriate identification for special education services. Three measurement approaches are commonly used to identif...
Federal funding program:
Award number:
R324A080118
Grant
Center for Response to Intervention in Early Childhood
Reading development depends on language development and pre-literacy experiences prior to formal schooling. Children who have not had many language or early literacy experiences prior to kindergarten face significant challenges learning to read. These children often continue to experience poor reading skills throughout school. With continued failure, many of them may become eligible for special education which may involve services that are "too little too late" and are often very costly for ...
Federal funding program:
Award number:
R324C080011
Grant
The Infancy to Preschool Early Literacy Connection: Validation Studies of the Early Communication (ECI) Indicator of Growth and Development
Speech and communication impairments or delays are the most frequently reported reason for need of early intervention services. To enable teachers and other service providers to target instruction to young children's specific needs, valid and sensitive assessments are needed that measure incremental growth in early language skills, accurately predict early literacy development, and are easily administered.
Federal funding program:
Award number:
R324A070085
Grant
Determining the Efficacy of the Self-Determined Learning Model of Instruction (SDLMI) To Improve Secondary and Transition Outcomes for Students With Cognitive Disabilities
There is now an emerging literature base in special education reporting that promoting self-determination is a valued and important outcome for students with disabilities, but that too many students with cognitive disabilities experience limited self-determination. The fact that many students with disabilities have low levels of self-determination is a problem because research shows that students with high levels of self-determination achieve more positive outcomes. The Self-Determined Lea...
Federal funding program:
Award number:
R324B070159
Grant
Improving Instruction Through Implementation of the Partnership Instructional Coaching Model
The No Child Left Behind Act sets a challenging goal of having all students, including students with disabilities, achieve proficiency in reading and mathematics by 2014. Schools and districts are held accountable for making adequate progress toward proficiency for all students and subgroups, and the performance of students with disabilities is often cited as a particular challenge for schools in achieving annual proficiency targets. Research has identified a number of teaching practices w...
Federal funding program:
Award number:
R324B070302
Grant
Class-wide Function-Based Intervention Teams: A Research to Practice Agenda for Functional Behavior Assessment (CW: FIT)
General estimates of the number of school-aged children with documented emotional and behavioral disorders range from 14 percent to 26 percent of the general population. Although advances have been made in developing interventions for reducing problem behavior, there is still a need to determine the efficacy of behavioral interventions in schools. Behavioral interventions based on an understanding of "why" a student displays problem behavior (i.e., the function or cause) have shown promisin...
Federal funding program:
Award number:
R324A070181
Grant
Improving Adults' Reading Outcomes with Strategic Tutoring and Content Enhancement Routines
In this study, the researchers proposed to develop and conduct a pilot study of two interventions for adults in Job Corps programs designed to improve their reading and content-based curricular outcomes. In 2007, at the time of this study, Job Corps provided an educational and training program designed to help economically disadvantaged young adults achieve successful outcomes in academic and trades programs (e.g., carpentry, health care, welding, and culinary arts). Job Corps enrollees ofte...
Federal funding program:
Award number:
R305B070129
Grant
Development of a Culturally-Based Language and Vocabulary Intervention for Elementary School Children with Language Impairments and Children who are at High Risk for Developing Learning Disabilities
The purpose of this study was to develop an intervention program that is more culturally relevant and improves the vocabulary, narrative, phonological awareness, and reading skills of children from different cultures and for children from low socioeconomic homes. Past research had demonstrated differential impacts for different groups of kids. In a clinical trial that assessed the potential efficacy of school-age language intervention programs, substantially fewer gains were found for childr...
Federal funding program:
Award number:
R324L060012
Grant
Improving Adolescent Reading Comprehension: A Multi-Strategy Reading Intervention
At the time of this study, 26 percent of adolescents read below basic level, which was a topic of concern in the media, professional conferences, and political venues. Adolescents from minority groups, those who lived in poverty, and those with disabilities were even more disadvantaged in terms of literacy attainment. Hence, the researchers proposed to develop and pilot test strategies to assist on high school adolescents with limited reading proficiency.
Federal funding program:
Award number:
R305G040011
Grant
Expanding the Functionality and Accessibility of Software for Diagnostic Measurement
Diagnostic classification models (DCMs) of educational tests provide more fine-grained and actionable scores to guide instruction and detect intervention effects. Despite these benefits, DCMs have yet to gain widespread use in applied research or operational settings. This slow growth is in part due to a lack of full-featured and user-friendly software, as well as a lack of awareness of how these models can be applied to substantive research questions. The goals of this project are to expand...
Federal funding program:
Award number:
R305D240032
Grant
Development of an Implementation Support Package to Install, Implement, and Sustain MTSS in Early Childhood Settings
It is widely recognized that early childhood education plays a significant role in children's development. Multi-tiered System of Supports (MTSS) offers a dynamic and equitable early intervention and prevention approach based on a teaching philosophy that all children should receive the intensity of instruction needed to achieve. Early childhood researchers have developed individual interventions and assessments intended for use in MTSS. The research team developed some components of the int...
Federal funding program:
Award number:
R305A230405
Contract
Evaluation of Transition Supports for Youth with Disabilities
Students with disabilities continue to lag their peers in high school graduation, enrollment in postsecondary education, and employment more than a decade after the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA). Although IDEA requires states and districts to support student efforts toward their post-high school goals, there is limited evidence about which strategies are effective. This study assesses variants of an approach that the Department has promoted &mda
Federal funding program:
Contract number:
91990019C0078
Grant
Professional Development to Support Intervention Implementation of the Promoting Communication Tools for Advancing Language in Kids (PC TALK) for Infants and Toddlers at Risk for or with Disabilities
The goal of this project is to design and test a professional development (PD) framework to support implementation of Promoting Communication Tools for Advancing Language in Kids (PC TALK), an existing intervention aimed at supporting parents in improving the language learning opportunities and outcomes of infants and toddlers with or at risk for disabilities. Research has documented the association between early opportunities to learn and practice language in daily interactions and later la...
Federal funding program:
Award number:
R324A190223
Grant
The Effects of Promoting Engaging Early Literacy Interactions in Preschool Environments: Literacy 3D
The purpose of this study is to evaluate the efficacy of the fully developed Literacy 3D (Data-Driven Decision Making) intervention which was developed to increase and sustain prekindergarten teacher's literacy focus by enhancing instruction through professional development combined with ongoing practice-based coaching, data-based feedback, and 10 evidence-based teaching strategies. Preliminary findings from a development project funded by the Office of Special Education Programs showed that...
Federal funding program:
Award number:
R305A170241
Grant
Improving Paraprofessionals Instructional and Behavioral Support In Urban Elementary School Settings: A Research Practitioner Partnership
The goal of this partnership was for JGCP and KCKPS to work together to evaluate the level of knowledge, range of responsibility, time use, implementation of effective instructional practices, and training needs of KCKPS paraprofessionals and the teachers who work with them. The data that come from this evaluation are of interest to both partners. KCKPS had used the data to inform decisions about role assignments, training, and level of supervision for paraprofessionals. Ultimately, the goal...
Federal funding program:
Award number:
R305H140048
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