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NCSER announces FY 2017 Special Education Research Grants Program Awards

The National Center for Special Education Research (NCSER) recently made 20 awards under the FY 2017 Special Education Research Grants Program (CFDA 84.324A) to applications considered under the August 2016 deadline. These awards are:

Autism Spectrum Disorders

Supporting Paraprofessionals' Use of Evidence-Based Practices for Students with Autism Spectrum Disorders
University of North Carolina, Chapel Hill, Samuel Odom

Early Intervention and Early Learning in Special Education

LEAP Sustainability: Exploring Malleable Factors that Predict Teachers' Initial and Long-Term Fidelity
University of Colorado, Denver, Phillip Strain

Development of a Data-Based Decision Making System to Support Educators' Promotion of Infants and Toddlers' Cognitive Problem-Solving Skills
University of Kansas, Jay Buzhardt

Professional Development to Support Teachers' Implementation of a Tiered Model for Promoting Social-Emotional Development of Infants and Toddlers
University of Kansas, Kathryn Bigelow

Validity Studies of the Classroom Code for Interactive Recording of Children's Learning Environments (CIRCLE) (Version 2.0)
University of Kansas, Charles Greenwood

Development of a Tiered Coaching Model to Support the Professional Development of Inclusive Early Childhood Educators
University of Massachusetts, Boston, Angel Fettig

Project Engage: Developing a Cloud-Based Measurement System for Data-Informed Implementation of Practices Promoting Children's Active Engagement
University of Minnesota, LeAnne Johnson

Professional Development of an MTSS Model for Early Childhood Educators to Prevent Reading Disabilities
University of South Florida, Howard Goldstein

Professional Development for Teachers and Other Instructional Personnel

Efficacy of Paraprofessional Behavior Support Coaching for Elementary School Students with Externalizing Behavior Disorders
Rutgers University, Linda Reddy

BREATHE: A Burnout Intervention for Special Education Teachers
University of Kentucky, Lisa Ruble

Reading, Writing, and Language Development

Project Coordinate: Increasing Coordinated Use of Evidence-Based Practices for Improving Word Study in an RTI Framework for Teams of 4th Grade Teachers
University of Florida, Mary Brownell

Supporting Teachers' Implementation of Data-Based Instruction in Early Writing: An Efficacy Study
University of Minnesota, Kristen McMaster

An Efficacy Study of Strategic and Interactive Writing Instruction (SIWI): Teacher Development and Student Outcomes
University of Tennessee, Kimberly Wolbers

Social and Behavioral Outcomes to Support Learning

Teacher Anxiety Program for Elementary Students (TAPES)
University of Connecticut, Golda Ginsburg

Project ReACT: Neutralizing the Effects of Implicit Bias on Racial Disproportionality in School Discipline
University of Oregon, Kent McIntosh

Special Education Policy, Finance, and Systems

The Special Education Teacher Pipeline in Washington State: A Comprehensive Analysis of Preservice Predictors of Special Education Teacher Career Paths and Effectiveness
American Institutes for Research (AIR), Roddy Theobald

Exploring Multi-Level System Factors Facilitating Educator Training and Implementation of Evidence-Based Practices (EBPs)
University of California, Davis, Aubyn Stahmer

Technology for Special Education

Keys to Writing Smarter: An Online Writing Workbench for Students with High-Incidence Disabilities
CAST, Inc., Tracey Hall

TIPS EdTECH: Developing Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) within Multi-Tiered Support Systems
University of Oregon, Erin Chaparro

Transition Outcomes for Secondary Students with Disabilities

The Self-Determined Learning Model of Instruction: Examining the Impact of Implementation Supports on Teacher and Student Outcomes
University of Kansas, Karrie Shogren