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NCSER announces FY 2015 Awards

The National Center for Special Education Research (NCSER) recently made a total of 31 awards to applications considered under two FY 2015 competitions: Research Training Program in Special Education: Early Career Development and Mentoring (CFDA 84.324B) and Special Education Research Grants Program (CFDA 84.324A).

Research Training Program in Special Education: Early Career Development and Mentoring (CFDA 84.324B)

NCSER recently awarded one new Research Training Program in Special Education: Early Career Development and Mentoring award considered under the August 2014 deadline. This award is:

Empowering Teachers with Low-Intensity Strategies to Support Instruction II
Clemson University, Robin Parks Ennis

Special Education Research Grants Program (CFDA 84.324A)

NCSER recently awarded 30 new research grants under the Special Education Research Grants Program to applications considered under the August 2014 deadline. These awards are:

Autism Spectrum Disorders

Development and Pilot Testing of the Students with Autism Accessing General Education (SAAGE) Model
University of Rochester, Tristram Smith

Cognition and Student Learning in Special Education

Combined Cognitive and Motivational Interventions for ADHD
Regents of the University of Michigan, Priti Shah

Idea Detectives: Individualized Intervention in Reading Comprehension and Word Reading based on Best Evidence from Cognitive Science
The University of Texas Health Science Center at Houston, Carolyn Denton

Developing Enhanced Assessment Tools for Capturing Students’ Procedural Skills and Conceptual Understanding in Math
University of Kentucky Research Foundation, Brian Bottge

Measurement of Listening Fatigue in School-Age Children with Disabilities
Vanderbilt University, Fred Bess

Early Intervention and Early Learning in Special Education

Efficacy of the START-Play Program for Infants with Neuromotor Disorders
Duquesne University, Regina Harbourne

The Development and Validation of the Inventory of Phonological Awareness using Alternative Responses (IPAAR): An Assessment of Phonological Awareness Appropriate for Children with Speech Production Difficulties
Michigan State University, Lori Skibbe

Preschool First Step to Success: An Efficacy Replication Study
Oregon Research Institute, Edward Feil

Long-Term Effects of the Kids in Transition to School (KITS) Program for Children with Developmental Disabilities and Behavioral Problems
Oregon Social Learning Center, Katherine Pears

Adapting an Evidence-Based Practice for Children At-Risk for Autism for Diverse Early Intervention Service Systems
The Regents of the University of California, Sally Rogers

Impact of Professional Development on Preschool Teachers' Use of Embedded-Instruction Practices: An Efficacy Trial of Tools for Teachers
University of Florida, Patricia Snyder

Validation of Cognitive Problem-Solving and Movement Infant-Toddler IGDIs for Screening and General Outcome Progress Monitoring
University of Kansas Center for Research, Inc., Dale Walker

CHildren in Action: Motor Program for PreschoolerS (CHAMPPS)
University of Massachusetts, Boston, Patricia Favazza

Project SELECT: Social Emotional Learning in Early Childhood for Infants and Toddlers
University of Oregon, Jane Squires

Explicit Vocabulary Instruction in Automated Listening Centers for Young Children with Language Delays
University of South Florida, Howard Goldstein

An Efficacy Trial of J-EMT: Enhanced Milieu Teaching Language Intervention plus Joint Attention, Engagement and Regulation Intervention for Toddlers with Autism
Vanderbilt University, Ann Kaiser

Mathematics and Science Education

Science Learning Difficulties: Patterns and Predictions in a Nationally Representative Cohort
Pennsylvania State University–University Park, Paul Morgan

Developing Connections between Word Problems and Mathematical Equations to Promote Word-Problem Performance among Students with Mathematics Difficulty
The University of Texas at Austin, Sarah Powell

Professional Development for Teachers and Related Services Providers

RESET: Recognizing Effective Special Education Teachers
Boise State University, Evelyn Johnson

Validating an Observation Protocol for the Evaluation of Special Educators
Trustees of Boston University, Nathan Jones

Improving Content-Area Literacy Instruction in Middle Schools (Project CALI)
University of Maryland, Jade Wexler

An Efficacy Study of the School-based National Professional Development Center on Autism Spectrum Disorders Model (NPDC)
University of North Carolina at Chapel Hill, Samuel Odom

Literacy Study Group for Teachers of Students with Emotional and Behavioral Disorders
University of Washington, Gregory Benner

Reading, Writing, and Language Development

Implementing an Emergent Literacy Program for Students with Intellectual Disabilities and Autism in General Education Classrooms
San Francisco State University, Pamela Hunt

Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties
The Regents of the University of California, Emily Solari

Social and Behavioral Outcomes to Support Learning

Development and Validation of a Web-Based System for Monitoring Social Behavior
Northeastern University, Robert Volpe

Efficacy of Enhanced First Step to Success Intervention for Tertiary-Level Students with Disruptive Behavior
University of Louisville Research Foundation, Inc., Andy Frey

Transition Outcomes for Secondary Students with Disabilities

Predictors of Intermediate and Postsecondary Outcomes for Students with Disabilities
American Institutes for Research, Dan Goldhaber

Paths 2 the Future: Testing the Efficacy of a Career Development Intervention for High School Girls with Disabilities
University of Oregon, Lauren Lindstrom

READY for WAGES: Research on Employment of Adjudicated Youth through Working at Gaining Employment Social Skills Curriculum
University of Oregon, Deanne Unruh