University of Louisville

The purpose of this project is to analyze two large early intervention (EI) databases from the state of Kentucky (KY) to determine which EI service delivery models (in person, telehealth, or hybrid) most positively influence child developmental trajectories and for which children, especially among historically underrepresented families. EI services provide supports to children identified with or at risk for developmental delay under the age of 3 years. Traditionally, these services were prov...

The purpose of this project is to develop the Motivational Interviewing Training and Assessment System (MITAS) for Coaches to equip instructional personnel who serve in coaching roles with the interpersonal skills necessary to more effectively engage teachers in the coaching process, improve teacher implementation of evidence-based classroom behavior management strategies, and ultimately improve student education outcomes. Coaching, which includes assessment, performance feedback, and planni...

The purpose of this project is to examine the efficacy of the Tertiary First Step to Success (TFS) intervention for improving social, behavioral, and academic outcomes of students in kindergarten through Grade 3 with or at risk for developing severe behavior disorders. TFS includes classroom and home components implemented with the children, their parents, and their teachers. Research has shown that children's home experiences are linked to their mental health and educational success, partic...

The purpose of this project is to update the Middle School Mathematics portion of the Diagnostics Teacher Assessments in Mathematics and Science (DTAMS) so that it will be aligned with the Common Core State Standards in Mathematics (CCSSM) and its Standards for Mathematical Practice. DTAMS is a widely used set of assessments that measure teacher mathematical content knowledge (i.e., number/computation, algebraic ideas, geometry/measurement, and probability/statistics), mathematical problem-s...

Students with the most severe behavior problems often have multiple risk factors outside of the school setting; for example, their families may be overwhelmed by severe stress from factors such as drug and alcohol abuse, family dysfunction, marital discord, and unemployment. There are existing intervention programs that target young children with significant behavioral problems that may have some degree of impact on improving their behavior, but these are generally not sufficient to substan...