University of Nebraska, Lincoln
Associated IES Content
Grant
Efficacy of Teleconsultation with Parents and Teachers to Promote Student Social-Behavioral Outcomes
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) delivered via distance technology (tele-CBC) in rural Appalachian elementary schools. Students with social-behavioral problems are at high risk of developing long-term, pervasive behavioral and academic problems. CBC is an intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and ...
Federal funding program:
Award number:
R324A230211
Grant
WORDS (Workshop on Reading Development Strategies) for Pandemic Recovery in Nebraska
The purpose of this project is to evaluate Workshop on Reading Development Strategies (WORDS), a comprehensive professional development (PD) program for teachers designed to support implementation of Tier 2 intensive interventions in reading for students with or at risk for reading disabilities in grades K-3. Many Nebraska schools have indicated that students with reading difficulties, especially those with cognitive or intellectual disabilities, have been disproportionately impacted by the ...
Federal funding program:
Award number:
R324X220115
Grant
Efficacy of Virtual Professional Development in Rural Schools to Enhance Teacher-Parent Partnerships for Students with Behavioral Challenges
The purpose of this efficacy study is to evaluate a virtual professional development (VPD) approach for consultants implementing Conjoint Behavioral Consultation (CBC) in rural schools with students with or at risk of developing Serious Emotional Disability (SED). Family-school interventions are effective at addressing social behavioral and mental health needs across school and home and are particularly relevant in rural settings. Professional development of rural practitioners in fostering ...
Federal funding program:
Award number:
R324A210166
Grant
Exploring Cognitive and Foundational Processes Underlying Pre-Algebra Among Students With and Without Mathematics Learning Difficulties
The purpose of this project is to explore the domain-general cognitive and domain-specific foundational processes that underlie pre-algebra. Specifically, the project will (a) identify explicit links among cognitive and foundational processes, and pre-algebra competence among seventh graders with mathematics learning difficulties (MD) versus typically developing students (TYP), (b) explore whether cognitive processes indirectly contribute to pre-algebra competence through foundational mathem...
Federal funding program:
Award number:
R324A220268
Grant
Parental Involvement in Education: Comparing Academic Outcomes for High School Students in the General Population and Those At Risk for Emotional and Behavioral Issues
The goal of this project is to better understand associations between parental involvement and education outcomes for high school students at risk for emotional and behavioral disorder (EBD). As a group, youth with EBD experience high rates of dropout and juvenile arrest, and poorer academic performance when compared to youth without disabilities and those in other disability groups. While it has been widely documented that parental involvement plays an important role in the education outcom...
Federal funding program:
Award number:
R324A190055
Grant
Project VIEW (Visual Impairments Education in Writing)
The purpose of this study is to examine how a set of malleable teacher-level factors is related to the writing instruction practices of teachers of students with visual impairment (TVIs) and the general education teachers with whom they work, as well as the writing outcomes of students with visual impairment (VI). The teacher-level factors include preparation to teach writing, preparation to teach students with VI, beliefs and expectations about writing among students with VI, and collaborat...
Federal funding program:
Award number:
R324A220270
Grant
Testing the Efficacy of INSIGHTS for Promoting Positive Learning Environments and Academic Achievement in Nebraska: A Replication Study
The purpose of this study is to replicate an IES-funded efficacy study of INSIGHTS into Children's Temperament with a different sample and in a different context - rural Nebraska. INSIGHTS is a temperament-based emotional and behavioral skills intervention with student, teacher, and parent components that has been found to improve the quality of kindergarten and 1st grade classroom environments in inner city schools and reduce disruptive behavior, improve attention skills, and improve readin...
Federal funding program:
Award number:
R305A180290
Grant
University of Nebraska-Lincoln and Boys Town Postdoctoral Fellowship: Research Training Focused on Youth with Emotional and Behavioral Disorders
The University of Nebraska's postdoctoral research program will capitalize on an existing partnership with Boys Town, a national service provider of intervention services to children with or at risk for disabilities, to provide postdoctoral fellows with extensive research training in special education for students with emotional and behavioral disorders (EBD). The overarching goal of this program is to prepare three fellows (with 24 to 27 months of training each)
Federal funding program:
Award number:
R324B160033
Grant
A Missing Link to a Better Tomorrow: Developing Health Literacy in Transition-Age Youth with High-Incidence Disabilities
The purpose of this project is to develop, modify, and evaluate the promise of a supplementary web-based intervention, Health Literacy Transition Curriculum, designed to improve the health literacy skills and health-related transition outcomes of secondary students with high-incidence disabilities. Successful transitions for youth with high-incidence disabilities from high school to independent living continue to be a struggle for educators, researchers, families, and youth. Traditional tran...
Federal funding program:
Award number:
R324A160170
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) with Latino Students: A Replication Study
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) for supporting the social-behavioral and academic performance of Latino elementary school students at risk for Emotional and Behavioral Disorders (EBD) and the family-school partnerships that support these students. Latino students, who account for nearly 25 percent of the student population in the United States, experience large disparities in educational outcomes and high rates of unmet mental hea...
Federal funding program:
Award number:
R324A160017
Grant
Early Learning Network Lead
The Early Learning Network Lead will provide the programmatic leadership, technical knowledge, and administrative structure needed to ensure the Early Learning Network runs smoothly and accomplishes its goals and objectives. The Network Lead will encourage collaborative efforts across the Research and Assessment Teams and support the dissemination of Network findings and products to practitioners and policymakers. The Network Lead will also provide technical assistance to recipients of Pre...
Federal funding program:
Award number:
R305N160015
Grant
Early Learning Contexts in Rural and Urban Nebraska
The research team will investigate cumulative influences on early learning and achievement for young children at economic disadvantage across rural and urban settings in a Midwestern state. The researchers will examine macro-level policy and micro-level classroom factors: responsiveness (approaches or personal experiences that attend to child need); organization and structure (the capacity of schools and classrooms to function effectively); instructional support (e.g., staff qualifications a...
Federal funding program:
Award number:
R305N160016
Grant
University of Nebraska's Post-Doctoral Program in Emotional Disturbance (ED)
This postdoctoral program trained four postdoctoral fellows in the development and evaluation of educational interventions and assessments for students with emotional disturbance (ED). The training program centered around the partnership between the university and Boys Town, a national provider of intervention services to children with or at risk for disabilities.
Federal funding program:
Award number:
R324B110001
Grant
Parent Connectors: An Efficacy Study of Peer-Support for Parents of Middle School Youth with Emotional Disturbance
Youth with emotional and behavioral disorders are more likely to experience poor education outcomes than those from any other disability group. Although the effectiveness of parental involvement in improving academic outcomes of students is supported by research, students with emotional disturbance (ED) are the least likely to have families who are involved in their education. Because effective interventions for this population have not yet been established in schools, there is a need to eva...
Federal funding program:
Award number:
R324A130180
Grant
Structures: Improving the Reading Comprehension of Struggling Readers in 4th Grade through Expository Text Structure and Writing
The Principal Investigator (PI) will add to his existing quantitative research skills by developing skills in qualitative and mixed methods research. These skills will be applied to the research project that is designed to develop and pilot test a supplemental intervention aimed at teaching students with and at risk for learning disabilities to detect and use expository text structures to analyze and interpret complex test.
Federal funding program:
Award number:
R324B130005
Grant
Using Data to Foster the School Success of Students with Disabilities
Increasingly, special educators are expected to use data in their day-to-day deliberations in support of students. However, teachers often report that they are unprepared to choose and apply reliable strategies for data collection and make good use of data in their deliberations about how to best support student learning. In addition, special education teams in rural areas are often working in isolation and do not have meaningful opportunities to share best practices.
Federal funding program:
Award number:
R324A110131
Grant
On the Way Home: Promoting Transition Outcomes in Youth with EBD or LD—An Efficacy and Replication Study
For the nearly half-million children and youth served in out-of-home care, reintegrating into the home and school settings following out-of-home placements presents many challenges. These challenges are even greater for the estimated 30 to 85 percent who are also diagnosed with a disability. Coupled with the risks common to this population (e.g., poverty, psychological distress, limited parent involvement and educational support), it is no surprise that the problems faced by these youth duri...
Federal funding program:
Award number:
R324A120260
Grant
Efficacy of the Getting Ready Intervention at Supporting Parental Engagement and Positive Outcomes for Preschool Children at Educational Risk
Despite the efforts of early intervention programs to bolster school readiness, some children arrive in kindergarten demonstrating early cognitive, language, or socio-emotional delays that hinder their progress in school. In addition, despite overwhelming evidence of the benefits of planned coordination between home and school, this coordination occurs all too rarely for individual children. This reality, coupled with the unequivocal finding that early relationships matter in a child's devel...
Federal funding program:
Award number:
R324A120153
Grant
A Meta-Analysis of Parent Involvement Interventions and Family-School Partnerships' Effects on Student Outcomes
Interactions and experiences within home and school systems, uniquely and together, form the foundation for developmental trajectories throughout students' educational careers. Previous research on parental involvement suggests that when parents are involved in their children's schooling, students experience increased achievement and academic performance, stronger self-regulatory skills, fewer discipline problems, better study habits, more positive attitudes toward school, improved homework ...
Federal funding program:
Award number:
R305A120144
Grant
A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students With Disruptive Behaviors
The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) in rural Nebraska elementary schools. Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems. CBC is an indirect intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and implemente...
Federal funding program:
Award number:
R324A100115
Grant
The National Center for Research on Rural Education
The National Center for Research on Rural Education (R2Ed) conducted a focused program of research on teacher professional development to improve instruction and support student achievement in reading and science in rural schools. The center also engaged in two related sets of studies: the first explored potential moderating effects of the rural context on early school success and the second investigated statistical and methodological solutions to the unique challenges posed by conducting re...
Federal funding program:
Award number:
R305C090022
Grant
Development of a Three-tiered Model in Early Intervention to Address Language and Literacy Needs of Children at Risk
Language proficiency and early literacy competence are strong predictors of school success. Children who begin school without essential, prerequisite skills are significantly more likely to require remedial and special education services than are their peers who begin school with a solid grasp of essential language skills. Effective, responsive early intervention is critical to minimize the gap between struggling and achieving children upon school entry. Three-tiered models featuring univers...
Federal funding program:
Award number:
R324A090075
Grant
Postdoctoral Fellowship for Research on Consultation-Based Interventions for Students with Social and Behavioral Concerns
The primary goal of this training program was to prepared researchers to conduct investigations that evaluate approaches designed to support student learning and achievement via the reduction of social and behavioral problems.
Federal funding program:
Award number:
R305B080010
Grant
On the Way Home: A Family-Centered Academic Reintegration Intervention Model
Adolescents with disabilities sometimes require out-of-home care for behavior or academic problems. When adolescents re-enter home and school settings, students typically need supports in multiple settings to make a successful transition. On the Way Home: A Family-Centered Academic Reintegration Intervention Model is being developed to address this need. This project has three primary aims: to identify the child, family, and teacher/administrator training and implementation needs necessary f...
Federal funding program:
Award number:
R324B070034
Grant
Evolving Inquiry: An Experimental Test of a Science Instruction Model for Teachers in Rural, Culturally Diverse Schools
Through this research project, the researchers aimed to test the potential efficacy of a technology-supported professional development program for rural fifth- through eighth-grade science teachers from two rural Nebraska educational service units (ESUs). The program is adapted for rural school populations from a program with promising results in an urban setting.
Federal funding program:
Award number:
R305M050309
Grant
Effects of a Supplementary Vocabulary Intervention for Students With Limited English Proficiency
Since 1979 the number of students from homes where English is not the primary language has more than doubled from 6 million to 14 million, and children of immigrant parents now make up 22 percent of children under age six in the United States. Furthermore, this pattern is not restricted to a few geographic locations-the number of students from homes where English is not the primary language is growing rapidly in all states. Very little rigorous research exists on the effects of intervention...
Federal funding program:
Award number:
R305A070045
Grant
Evaluation of Efficacy of CBC for Addressing Disruptive Behaviors of Children at Risk for Academic Failure
The purpose of this study was to evaluate the effectiveness of Conjoint Behavioral Consultation (CBC), a structured family-school intervention addressing the disruptive and challenging behavior elementary school students at risk for academic failure. CBC was meant to address challenges facing students with behavior problems, such as the tendency to fail more courses, earn lower grades, miss more days of school, and be more likely to be retained in grade than their peers without behavioral pr...
Federal funding program:
Award number:
R305F050284
External Person
Lisa Knoche
External Person
Wendy Smith
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