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NCSER announces FY 2018 Special Education Research Grants Program Awards

The National Center for Special Education Research (NCSER) recently made 29 awards under the FY 2018 Special Education Research Grants Program (CFDA 84.324A) to applications considered under the August 2017 deadline. These awards are:

Autism Spectrum Disorders

Testing the Long-Term Beneficial Impacts from a Comprehensive School Intervention for High-Functioning Children with ASD (HFASD): An Efficacy Follow-Up Study
Canisius College, Christopher Lopata

Smooth Sailing: Teacher-Directed Intervention to Improve Outcomes for Young Children with ASD in General Education Classrooms
University of California, Riverside, Jan Blacher

Efficacy Follow-Up Study of the CSESA Model
University of North Carolina, Chapel Hill, Kara Hume

Early Intervention and Early Learning in Special Education

Developing an Extension of the TELL Curriculum for 3-Year-Old Children with Developmental Speech and/or Language Impairment 
Arizona State University, Shelley Gray

Efficacy of the Early Social Interaction (ESI) Model for Toddlers with Early Signs of Autism Spectrum Disorder in Community Early Intervention Programs
Florida State University, Amy Wetherby

Supporting Early Interventionists of Toddlers with Autism to Build Family Capacity
Indiana University, Hannah Schertz

Development of an Intervention for Center-Based Early Childhood Care and Education Providers to Support Evidence-Based Instruction of Children with Developmental Disabilities
Kennedy Krieger Institute, Rebecca Landa

Online Training for Paraeducators to Improve Communication Supports for Young Children with Complex Communication Needs
Michigan State University, Sarah Douglas

Training Teachers to Teach Vocabulary (T3V): A Professional Developmental Intervention for Toddler and Preschool Teachers Serving Children at Risk for Communication Difficulties
Temple University, Annemarie Hindman

Teacher and Peer Speech in Inclusion Classrooms: Malleable Factors Affecting Language Outcomes for Children with Disabilities
University of Miami, Daniel Messinger

Development of a Web-Based Integrated Behavior Support and Teacher Coaching System for Early Childhood Settings
University of Washington, Scott Spaulding

Mathematics and Science Education

Efficacy of Prime Online: Teacher Professional Development for Inclusive Elementary Mathematics Classrooms
University of Florida, Cynthia Griffin

5E Model Professional Development in Science Education for Special Educators (5E-SESE)
University of Kansas Center for Research, Inc., Meagan Karvonen

Professional Development for Teachers and Other Instructional Personnel

Para-Impact: Professional Development with Teacher-as-Coach for Paraeducators of Elementary Students with Moderate to Severe Developmental Disabilities
Purdue University, Rose Mason

Promoting Teacher use of the Supports Intensity Scale-Children’s Version to Engage in Supports Planning to Enhance Access to the General Education Curriculum for Children with Intellectual Disability
University of Kansas Center for Research, Inc., James Thompson

Reading, Writing, and Language Development

Exploring Writing Instruction Delivered by Teachers Providing Services to Students with Disabilities
Texas State University, Stephen Ciullo

An Efficacy Trial to Evaluate Supporting Paraprofessionals by Advancing Reading Intervention Knowledge and Skill (SPARK)
Vanderbilt University, Christopher Lemons

Social and Behavioral Outcomes to Support Learning

Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) and Executive Functioning Deficitsssss
Cincinnati Children’s Hospital Medical Center, Leanne Tamm

Enhancing IEPs of Children with ADHD Using Daily Report Cards: An Efficacy Trial
State University of New York (SUNY), Buffalo, Gregory Fabiano

Efficacy Trial of I Control: An Intensive Intervention to Improve Self-Regulation for Middle School Students with Emotional and Behavioral Problems
University of Florida, Stephen Smith

Informant Discrepancies in Social-Behavioral Assessment: Psychometric and Practical Implications of Cross-Informant Data
University of Maryland, Andres De Los Reyes

Identifying Factors Predicting Implementation and Sustainability of Tier 2 and 3 Behavior Support Systems
University of Oregon, Kent McIntosh

Family-Centered Intervention in Schools to Reduce Social and Behavioral Problems From Early Elementary School to Adolescence
University of Oregon, Elizabeth Stormshak

Special Education Policy, Finance, and Systems

Factors Contributing to Academic, Social/Communication, and Behavioral Outcomes for Elementary Students with the Most Significant Cognitive Disabilities
University of Kansas Center for Research, Inc., Jennifer Kurth

Technology for Special Education

Development of a Game-Supported Intervention to Improve Learning and Study Strategies among At-Risk Students
East Carolina University, Brandon K. Schultz

Meta-Analyses of Variables Related to Instruction in Augmentative and Alternative Communication Implementation
Texas A&M University, Jennifer B. Ganz

Betty's Mind: A Theory of Mind and Social Reasoning Intervention for Adolescents with Autism Spectrum Disorders Based on a Learning by Teaching Approach
Vanderbilt University, Maithilee Kunda

Transition Outcomes for Secondary Students with Disabilities

Promoting Self-Determination for Students with Disabilities: A Goal-Setting Challenge App
University of Kansas Center for Research, Inc., Karrie Shogren

Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Disabilities
University of Minnesota, David Johnson