The National Center for Special Education Research FY 2021 Awards

National Center for Special Education Research (NCSER) made 35 awards under multiple FY 2021 competitions. Listed below are the awards from each of these competitions — Special Education Research Grants, Research Training in Special Education, Research Grants Focused on NAEP Process Data for Learners with Disabilities, and Research Grants Focused on Systematic Replication in Special Education.

Special Education Research Grants (84.324A)

NCSER made 22 awards under the FY 2021 Special Education Research Grants program (84.324A) to applications considered under the August 2020 deadline. These awards are listed by the primary focus of research:

Early Intervention and Early Learning

Developing Early Achievements for Pre-K Children with Developmental Language Disorders: A Comprehensive Contextualized Embodied Approach
Hugo W. Moser Research Institute at Kennedy Krieger, Inc.; Rebecca Landa

Initial Efficacy Trial of Florida Embedded Practices and Intervention with Caregivers
University of Florida, Brian Reichow

Computer Adaptive Storybook Assessment (CASA)
University of Minnesota; Alisha Wackerle-Hollman

Educators and School-Based Service Providers

Project PRIME2: Planning Realistic Intervention implementation and Maintenance by Educators
University of Connecticut; Lisa Sanetti

Examining How Teacher-Student Interactions within Mathematics and Literacy Instructional Contexts Relate to the Developmental and Academic Outcomes of Early Elementary Students with Autism
University of California, Davis; Nicole Sparapani

Reading, Writing, and Language

Project i-SMART: Intervention to Support Mindset and Reading Together
Michigan State University; Eunsoo Cho

Multi-Year Middle School Intensive Reading Intervention for Students with or At-Risk for Reading Disabilities
University of Miami; Mary Beth Calhoon

Validating DIBELS 8th Edition as a Screener for Dyslexia (AIP2)
University of Oregon; Patrick C. Kennedy

Treatment Intensity Factors Related to Efficient and Effective Communication Intervention for Individuals with ASD and Complex Communication Needs
Texas A&M University; Jay B. Ganz

Speech-Therapy Experiences in Public Schools-2 (STEPS-2)
Ohio State University; Laura Justice

Varied Practice Reading for Middle School Students With or At Risk for Reading Disabilities
University of Iowa; Deborah Reed

The Development and Pilot Testing of a Tier 3 Reading Intervention in the Early Grades
University of Oregon; Nancy Nelson

Effectiveness of Leveled Literacy Intervention Intermediate for Third and Fourth Grade Students with Reading Difficulties or Disabilities
Vanderbilt University; Jeanne Wanzek

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

Math And Reading Acquisition Co-Adaptive System (MARACAS)
Center for Applied Special Technology (CAST); Robert Dolan

Social, Emotional, and Behavioral Competence

Improving Social, Emotional, Behavioral, and Academic Functioning of Elementary School Children Through the Interconnected Systems Framework
East Carolina University; Brandon Schultz

Efficacy of Virtual Professional Development in Rural Schools to Enhance Teacher-Parent Partnerships for Students with Behavioral Challenges
University of Nebraska, Lincoln; Susan Sheridan

Project EXPRESS: EXamining interventions to PRomote Executive functioning and Social Skills
University of North Carolina, Chapel Hill; Jessica Dykstra Steinbrenner

Interventions for English Language Learners At-Risk for ADHD
Florida International University; Nicole Schatz

The Self-Determined Learning Model of Instruction for Reading (SDLMI-R): Improving Outcomes of Upper Elementary Students with or At-Risk for Reading Disability
University of Texas, Austin; Jessica Toste

Transitioning to Middle School Successfully: Development of a Brief Intervention to Reduce Student Anxiety (TRAMSS)
University of Connecticut Health Center; Golda Ginsburg

Transition to Postsecondary Education, Career, and/or Independent Living

Exploring Relationships Between College and Career Readiness, Self-Determination, and Transition Planning Among Adolescents With and Without Disabilities
University of Connecticut; Allison Lombardi

TAGG-MS: Development and Validation of the Transition Assessment and Goal Generator (TAGG) for Middle School Students with Disabilities
University of Oklahoma; Kendra Williams-Diehm

Research Training in Special Education (84.324B)

NCSER made seven Early Career Development and Mentoring awards under the FY 2021 Research Training in Special Education program (84.324B) to applications considered under the August 2020 deadline. These awards are as follows:

Project RISE: Examining Teachers' Reading Instruction, Supports, and Expertise for Students with Intellectual and Developmental Disabilities
Lehigh University; Esther Lindstrom

Project STAY: Supporting Teachers of Autism in Years 1-3
Lehigh University; Kristi Morin

Developing and Refining a Parent Training to Improve Outcomes for African American Children with Autism
North Carolina State University; Jamie Pearson

Enhancing Engagement: Investigating Adaptations to Commonly Used Interventions for Elementary Students with Challenging Behavior
University of Kansas; Kathleen Zimmerman

Preparing Preschool Teachers to Engage in Reliable and Individualized Progress Monitoring Practices using an Online Asynchronous Training
University of Kentucky; Collin Shepley

College Ready: Reading and Writing to Learn
University of Illinois, Urbana-Champaign; Amber Ray

Enhancing Peer Network Interventions to Improve Social Communication, Play, and Peer Relationships for Minimally Verbal Students with Autism
Vanderbilt University; Elizabeth Biggs

Research Grants Focused on NAEP Process Data for Learners with Disabilities (84.324P)

NCSER made two awards under the FY 2021 Research Grants Focused on NAEP Process Data for Learners with Disabilities (84.324P) to applications considered under the August 2020 deadline. These awards are as follows:

Rethinking Accessibility Using NAEP Process Data: Exploring Universal Design and Accommodations
American Institutes for Research (AIR); Burhan Ogut

Analysis of NAEP Mathematics Process, Outcome, and Survey Data to Understand Test-Taking Behavior and Mathematics Performance of Learners with Disabilities
SRI International; Xin Wei

Research Grants Focused on Systematic Replication in Special Education (84.324R)

NCSER made four awards under the FY 2021 Research Grants Focused on Systematic Replication in Special Education program (84.324R) to applications considered under the August 2020 deadline. These awards are as follows:

Cultivating Awareness and Resilience in Education (CARE) for Special Educators: Supporting Educator Capacity and Well-Being to Promote Positive Student Outcomes
Pennsylvania State University; Jennifer Frank

Effectiveness Replication of Enhanced Core Reading Instruction (ECRI)
RAND Corporation; Elaine Wang

Effectiveness Replication of the BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development
SRI International; W. Carl Sumi

Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
University of Wisconsin, Madison; S. Andrew Garbacz