The National Center for Special Education Research (NCSER) recently made 29 awards under the FY 2019 Special Education Research Grants program (CFDA 84.324A) to applications considered under the August 2018 deadline. These awards are:

Early Intervention and Early Learning in Special Education

A Conceptual Efficacy Replication of the TELL Preschool Curriculum with Web-Based Implementation Support and Professional Development Variations
Arizona State University, M. Jeanne Wilcox

Examining the Efficacy of Project ImPACT for Toddlers
San Diego State University, Sarah Rieth

Professional Development to Support Intervention Implementation of the Promoting Communication Tools for Advancing Language in Kids (PC TALK) for Infants and Toddlers at Risk for or with Disabilities
University of Kansas Center for Research, Inc., Kathryn Bigelow

Investigating Psychometric Properties of BASC-3 Flex Progress Monitoring Forms with Preschool Students
University of South Carolina, Christine DiStefano

EMT en Español: Comprehensive Early Entervention to Support School Readiness Skills for Spanish-Speaking Toddlers with Language Delays
Vanderbilt University, Ann Kaiser

Families of Children with Disabilities

Parental Involvement in Education: Comparing Academic Outcomes for High School Students in the General Population and Those At Risk for Emotional and Behavioral Issues
University of Nebraska, Lincoln, Kristin Duppong Hurley

Professional Development for Educators and School-Based Service Providers

Development and Pilot Evaluation of Bully Prevention Training Modules for Special and General Education Teachers: Impact on Teacher Awareness, Self-Efficacy, and Student Outcomes
University of Florida, Dorothy Espelage

Project VIEW (Visual Impairments Education in Writing)
University of Nebraska, Lincoln, Michael Hebert

Reading, Writing, and Language Development

Writing in Middle School Science and Social Studies: Exploring Instruction and Support for Students with Disabilities (Project Explore)
George Mason University, Linda Mason

Exploring the Knowledge, Skills, and Strategies Teachers of Students with Visual Impairments Need to Effectively Teach Braille Reading and Writing
Rice University, Simon Fischer-Baum

Collaborative Teacher Expertise in Evidence-Based Decision Making for Reading Intervention: Development of the EXPERT Training Program
University of Texas, Austin, Jessica Toste

Examining the Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
University of Texas, Austin, Sharon Vaughn

Understanding Reading Development and Instructional Context of Students with Intellectual Disabilities
University of Washington, Roxanne Hudson

Science, Technology, Education, and Mathematics (STEM) Education

Multiplicative Reasoning: Developing an Intervention for Students with or At Risk for Mathematics Difficulties
University of California, Riverside, Asha Jitendra

Social and Behavioral Outcomes to Support Learning

Examining Outcomes of a Multi-Component, Individually Tailored Consultation Process Focused on Classroom Management for Teachers (K-5)
Ohio University, Julie Owens

Efficacy of the Students with Involved Families and Teachers (SWIFT) Program for Students with Emotional and Behavioral Disorders
Oregon Social Learning Center, Rohanna Buchanan

Project SCREEN: Validation of a Free-Access Screening Tool for K-12 Educators to Screen Students for Internalizing and Externalizing Behavior Patterns
University of Kansas Center for Research, Inc., Kathleen Lane

Motivational Interviewing Skills for Coaches (MISC)
University of Louisville Research Foundation, Inc., Terrance Scott

Evaluating the Efficacy of a Daily Check-in/Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders
University of Missouri, Timothy Lewis

Building an Efficient Targeted Intervention for Students At Risk for Internalizing Problems: The Resilience Education Program (REP)
University of Wisconsin, Madison, Stephen Kilgus

Special Education Policy, Finance, and Systems

Addressing the Integrity of the Problem-Solving Process: An Empirical Analysis of Problem-Solving Teams to Improve Team Functioning and Student Outcomes
University of Wisconsin, Madison, Jennifer Asmus

Special Topic: Career and Technical Education for Students with Disabilities

Understanding the Antecedents of STEM Career and Technical Education Coursetaking for High School Students with Learning Disabilities
University of California, Santa Barbara, Michael Gottfried

Special Topic: Systems-Involved Students with Disabilities:

Liberate
Georgia State University, David Houchins

Technology for Special Education

Project DataWall: A Decision Support System for MTSS
University of Kansas Center for Research, Inc., Wayne Sailor

Transition Outcomes for Secondary Students with Disabilities

College and Career Readiness for Transition (CCR4T): Development and Validation of a Student Measure
University of Connecticut, Allison Lombardi

Possible Selves and Self-Determination: Improving Transition Outcomes for High School Students with Learning Disabilities
University of Kansas Center for Research, Inc., Michael Hock

Moving Transition Forward: Exploration of College-Based and Conventional Transition Practices for Students with Intellectual Disability and Autism
University of Massachusetts Boston, Meg Grigal

Exploring How Transfer-of-Rights and Guardianship Discussions May Affect Transition Outcomes for Students with Intellectual Disabilities
University of Massachusetts Boston, Allison Hall

Paths to the Future for Young Men
University of Oregon, John Lind

Research Training in Special Education (CFDA 84.324B)

The National Center for Special Education Research (NCSER) recently made six awards under the FY 2019 Research Training in Special Education program (CFDA 84.324B) to applications considered under the August 2018 deadline. These awards are:

Early Career Mentoring and Development

Examining the Executive Function-Stress Loop and its Association with Student Outcomes: Implications for Middle Schoolers with or At Risk for Emotional and Behavioral Disorders
Florida International University, Michelle Cumming

Building up Mathematical Problem Solving of Students with Extensive Support Needs
Florida State University, Jenny Root

Instructional Supports for Children with Dyslexia Learning to Read Complex Words
Florida State University, Laura Steacy

Developing an Augmentative and Alternative Communication (AAC) Intervention for Preschool Children with Severe Disabilities
Oregon Health and Science University, Emily Quinn

Small Group Reading Intervention to Support Children with Pervasive Learning and Attention Needs (RISC-PLAN) in the Upper Elementary Grades
University of Denver, Garrett Roberts

Friendships and the Academic Skills and Behaviors of Students with Emotional and Behavioral Disorders: The Importance of Classroom Social Contextual Factors
Virginia Commonwealth University, Kristen Granger