University of South Florida
Associated IES Content
Grant
Stepped Care Approach for Addressing Youth-Motivated School Refusal Behaviors (STAY)
This project aims to develop the Stepped Care Approach for Addressing Youth-Motivated School Refusal Behaviors (STAY), an intervention to address school refusal behaviors for students with or at risk for disabilities in grades 3 through 8. Public schools report that chronic absenteeism (missing at least 15 days of a school year) has increased after the COVID-19 pandemic and is a particular concern for children with or at risk for disabilities. For example, previous research has found that st...
Federal funding program:
Award number:
R324A240021
Grant
Project MIDAS: Development of a Multi-Informant Decisional Assessment System
The purpose of this project is to develop and validate a multi-informant decisional assessment system (MIDAS) to integrate and use multiple sources of data for accurate and efficient identification of social-emotional and behavioral (SEB) concerns in middle school students. Universal screening for SEB concerns is promising to facilitate early identification and implementation of evidence-based interventions but schools are not able to integrate such information from different informants who ...
Federal funding program:
Award number:
R305A210019
Grant
Development and Pilot Testing of Modular-Based Consultation Using Evidence-Based Practices for Teachers of Students With Emotional Disturbance (MOTIVATED)
The purpose of this project is to develop MOTIVATED, a modular-based consultation coaching framework to help elementary school teachers select and implement evidence based, class-wide behavior interventions for students with emotional and behavioral disorders (EBD) who are placed in self-contained classrooms. The number of students who are found eligible for special education services under the eligibility of emotional disturbance (ED) has been steadily increasing over the past 40 years. Unf...
Federal funding program:
Award number:
R324A200022
Grant
A Close Inspection of the Academic Language Used by K-3 Students
Academic language, defined as language used in school to acquire and express knowledge, is an important early skill that predicts later reading and writing outcomes for students. Unfortunately, reading achievement gaps in later elementary school and beyond may be traced back to gaps in academic language in early elementary school. The purpose of this project was to examine the vocabulary and grammatical features that kindergarten through third grade students produce under various academic co...
Federal funding program:
Award number:
R305A180037
Grant
Professional Development of an MTSS Model for Early Childhood Educators to Prevent Reading Disabilities
This project will develop a professional development (PD) model to support teachers in implementing an early literacy Multi-Tiered System of Supports (MTSS) in early childhood classrooms to improve reading outcomes for children who are at risk for reading disabilities. MTSS provides varying levels (tiers) of instruction to students based on assessments that are used in data-based decision making by educators. Early childhood educators are rarely provided instruction in the philosophy and fun...
Federal funding program:
Award number:
R324A170073
Grant
Facilitating Academic Success and Emotional Well-Being Among High School Students in Accelerated Curricula
The purpose of this project is to develop and test a prevention program to help high school students in AP and IB classes manage the stress inherent in this type of accelerated coursework. This project applies findings from a recently completed IES Exploration study, Intrapersonal Factors Associated with Academic Success among High School Students in Advanced Placement and International Baccalaureate (AP-IB) Programs. The number and diversity of high school students who take AP/IB classes is...
Federal funding program:
Award number:
R305A150543
Grant
Explicit Vocabulary Instruction in Automated Listening Centers for Young Children with Language Delays
This project proposed to develop a technology-based curriculum program, Story Friends. The curriculum, which focuses on vocabulary, was intended to supplement a core reading program and be implemented with high levels of fidelity in a variety of preschool settings and instructional programs. Substantial differences in vocabulary skills can exist among children entering preschool. Preschoolers with limited oral language skills are at high risk for reading disabilities. Many early childhood cl...
Federal funding program:
Award number:
R324A150132
Grant
Development of an Intervention Model to Improve Educational Outcomes of Youth in Foster Care by Decreasing Runaway Behavior
Children and youth with or at risk for disabilities in foster care are at increased risk for school failure due in part to a high frequency of running away from their residential placements in the child welfare system (e.g., foster home). When children and youth run away they are missing school, which leads to poor educational outcomes. The purpose of this project is to develop and pilot test an intervention package that includes a functional assessment process and a menu of assessment-based...
Federal funding program:
Award number:
R324A110180
Grant
Intrapersonal Factors Associated with Academic Success among High School Students in Advanced Placement and International Baccalaureate (AP-IB) Programs
The number of high school students enrolled in rigorous college preparatory programs such as Advanced Placement and International Baccalaureate (AP-IB) classes and programs is on the rise. These students are increasingly diverse in terms of ethnic and linguistic background, academic preparation, socioeconomic status, and experience with managing challenging academic coursework. In this study, the researchers will explore how, and for whom, malleable factors such as coping strategies, engag...
Federal funding program:
Award number:
R305A100911
Grant
Methods for Investigating Causal Mechanisms in Single-Case Experimental Designs
The goals of this project are to provide single-case researchers with statistical methodology to help understand how interventions produce change in behaviors and/or academic outcomes and how to synthesize this information across cases in a Single-Case Experimental Design (SCED). Interventions to encourage positive classroom behavior and academic outcomes are critical to providing quality education to the American public. Often classroom interventions are implemented on individual students i...
Federal funding program:
Award number:
R305D240044
Grant
Development and Validation of a Social, Emotional, and Behavioral Risk Screener for Early Childhood
The primary purpose of this project is to develop and validate a social, emotional, and behavioral risk screener for early childhood. The assessment will be an online and application-based universal screening system available in both English and Spanish. There is a clear need to provide early intervention services to all children to support social-emotional and academic development. This can best be accomplished through the use of efficient screening systems to identify social-emotional need...
Federal funding program:
Award number:
R324A240081
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
Grant
Exploring Heterogeneity Among the U.S. Latino Dual Language Learner Head Start Population: A Secondary Data Analysis
The purpose of this project is to explore the heterogeneity of the Latino dual language learner (DLL) population within Head Start. Specifically, secondary data collected with a sample of Latino DLLs attending Florida Head Start programs will be used to 1) identify subgroups based on their levels of cognitive, linguistic, literacy, and math achievement in both English and Spanish prior to kindergarten entry; 2) identify subgroups based on growth trajectories for language, literacy, and math ...
Federal funding program:
Award number:
R305A210182
Grant
Efficacy of a Selective Intervention to Improve Middle School Students' Subjective Well-Being
Adolescents with the best academic, social, and physical health outcomes have both low psychopathology andelevated subjective well-being (SWB). Psychological research and practice have focused on pathology. There are few interventions available to improve SWB. This project will evaluate the efficacy, fidelity, feasibility, acceptability of implementation and training, and cost-effectiveness of the Well-Being Promotion Program. This program is an innovative Tier-2 intervention for use by sc...
Federal funding program:
Award number:
R305A200035
Grant
Efficacy of Story Friends Vocabulary Curriculum Targeting Preschoolers At Risk for Language and Literacy Disabilities
This project aims to evaluate the efficacy of Story Friends, a supplemental vocabulary curriculum targeting preschoolers who demonstrate oral language deficits that put them at risk for language and reading disabilities. Expanding a child's range of sophisticated academic vocabulary has the potential to contribute to the prevention of later reading problems. Story Friends can be implemented with high fidelity in preschool classrooms within a Multi-Tiered System of Supports framework. Whole-c...
Federal funding program:
Award number:
R324A200179
Grant
Effect of Bilingual vs Monolingual Methods of Explicit English Vocabulary Instruction on 4th Grade Spanish-Speaking English Learners (EL)
This project will contribute to the knowledge base of strategies for explicit academic English vocabulary instruction as malleable factors that can impact academic language development in English learners (ELs). Researchers will investigate the effects of the strategic use of native language vocabulary definitions as supports for promoting academic English vocabulary learning.
Federal funding program:
Award number:
R305A200047
Grant
Development of Math and Science Domains of the School Readiness Curriculum Based Measurement System
The purpose of this project is to add science, technology, engineering and math (STEM) assessments to a recently developed direct child assessment system. The School Readiness Curriculum Based Measurement System (SRCBM) was developed to assess young children's language and literacy skills in Spanish and English. Children's pre-academic skills are associated with their academic achievement in kindergarten and later years of school. Although there is a growing interest in supporting and promot...
Federal funding program:
Award number:
R305A170638
Grant
The Effect of Definitions, Contextual Support, and Cognate Status on 4th Grade Spanish-speaking English Learners' (ELLs) Understanding of Unfamiliar Words in Text
The research team conducted two experiments to inform instructional strategies intended to help Spanish-speaking English learners (ELs) learn the meanings of academic words in English. ELs are more likely than their native English-speaking peers to encounter unfamiliar words when reading, and vocabulary knowledge is a key contributor to reading comprehension and acquisition of content knowledge. In this project, the researchers manipulated the types of definitions, cognates, and context-rela...
Federal funding program:
Award number:
R305A170636
Grant
An Efficacy Study of Interleaved Mathematics Practice
This project assessed the efficacy and feasibility of a mathematics learning intervention known as interleaved practice. In a typical mathematics practice assignment, students see a group of problems that can be solved by the same strategy (e.g., 10 parabola problems), and this format allows students to use nearly the same strategy for every problem. With interleaved practice, different kinds of practice problems are arranged so that no two consecutive problems can be solved by the same stra...
Federal funding program:
Award number:
R305A160263
Grant
Research Partnership to Improve a Multi-tiered System of Supports in Early Childhood Programs in a Large Urban District
As Multi-Tiered System of Supports (MTSS) are extended to early childhood education, new issues arise regarding training teachers, identifying at-risk students, providing students with tiered services, monitoring student progress, and adjusting those services as needed. In this project, Florida's Hillsborough County Public Schools (HCPS) examined how MTSS has been implemented in inner-city early childhood settings in order to improve its implementation and prepare for its scale-up.
Federal funding program:
Award number:
R305H160034
Grant
Development of a Dual Language Narrative Curriculum
Oral language skills are essential for reading comprehension and academic success. Young Spanish-speaking English learners may have greater school success through early and intensive language promotion that fosters English language development while building upon a Spanish language foundation. The purpose of this study is to develop a Spanish-English dual language narrative intervention program, complete with training materials, extension vocabulary activities, and progress monitoring tools ...
Federal funding program:
Award number:
R305A160407
Contract
Evaluation of Preschool Special Education Practices (EPSEP)
Experiences in early childhood programs can help young children, including those with disabilities, develop skills important for later learning. But many children need help to strengthen their social-emotional skills and engagement in classroom activities in order to reap those early learning benefits. Currently, there is limited evidence on how to effectively integrate supports for these skills into the general curriculum, particularly in classrooms where children with disabilities are serve
Federal funding program:
Contract number:
ED-IES-14-C-0001
Grant
Interleaved Mathematics Practice
In most U.S. mathematics textbooks, the majority of practice problems following a lesson are devoted to that same lesson. This "heavy repetition" approach gives students many problems on the same topic in immediate succession. An alternative approach is to rearrange the practice problems so that a portion of each assignment includes “interleaved" problems from previous topics. Evidence suggests that interleaving different kinds of practice problems drawn from other lessons in the textbook,...
Federal funding program:
Award number:
R305A110517
Grant
Systems Leadership in Middle School: A School Policy Intervention With Random Assignment
This project will conduct a cluster randomized field trial assessing the efficacy of a fully-developed, whole-school improvement program known as Systems Leadership in Middle Schools (SLMS) developed by the Modern Red Schoolhouse.
Federal funding program:
Award number:
R305A090481
Grant
Parent Connectors: A Parent Support Program to Improve Outcomes for Students Who Have Emotional Disturbances
Students with emotional disturbances have the worst educational outcomes compared to their peers with other disabilities. Children with an emotional disturbance have the lowest grades in school, the lowest graduation rates, the fewest instances of full-time employment, the lowest paying jobs, and the highest risk of entering the adult mental health system. Recent research indicates that parent involvement is important in improving academic outcomes for students, yet parents of youth who have...
Federal funding program:
Award number:
R324A090049
Grant
Leadership for Integrated Middle-School Science (LIMSS)
Eighty percent of America's workforce needs the skills and much of the knowledge taught in science, and we need science specialists from technicians to researchers. Yet, student interest in science declines during school, as do attitudes about science, both of which affect student participation in the subject. Intervention in middle schools (grades 6-8) is an optimum point of intervention because students' attitudes are not firmly set; and, science is taught primarily by teachers who d...
Federal funding program:
Award number:
R305A080078
Grant
Evidence-Based Interventions for Severe Behavior Problems: The Prevent-Teach-Reinforce Model
The purpose is to conduct an intensive analysis of a standardized intervention, "Prevent-Teach-Reinforce (PTR)," that is based on the extensive research literatures of applied behavior analysis and positive behavior support. The principal objective of the research will be to investigate the impact of the PTR intervention when applied by typical school personnel, as compared to control conditions. Secondary goals include (a) differentiating those students for whom the PTR intervention is effe...
Federal funding program:
Award number:
H324P040003
Grant
Replication and Outcomes of the Teaching SMART® Program in Elementary Science Classrooms
In this study, the researchers proposed to test the efficacy of the Teaching SMART®, a widely used professional development program for elementary school teachers for improving grade 3 -5 teacher performance and student learning in science. In addition, the study will identify instructional methodologies and strategies that are effective in improving teacher performance and, in turn, student achievement.
Federal funding program:
Award number:
R305M050223
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