The National Center for Special Education Research FY 2024 Awards

The National Center for Special Education Research (NCSER) made 30 awards under two FY 2024 competitions. Listed below are the awards from each of these competitions — Special Education Research Grants and Research Training in Special Education.

Special Education Research Grants (84.324A)

NCSER awarded 29 grants under the FY 2024 Special Education Research Grants Program. Under this program, NCSER supports research to address the pressing problems faced by students with or at risk for disabilities, their families, and education systems.

Early Intervention and Early Learning

• Developing an Emergent Literacy Adaptive Intervention for Preschoolers with Autism
  Florida State University, Veronica Fleury
• Development and Validation of a Social, Emotional, and Behavioral Risk Screener for Early Childhood
  University of South Florida, Nathaniel von der Embse
• Development of a Technology-Supported Adaptive Intervention for Young Children with Language Disorders and their Spanish-Speaking Caregivers
  University of Oregon, Lauren Cycyk
• Parents Plus en Español
  Lehigh University, L. Brook Sawyer
• Partnership to Build Teacher Capacity to Promote Early Language Learning in Infants and Toddlers with and at Risk for Disabilities
  University of Kansas Center for Research, Inc., Dale Walker

Educators and School-Based Service Providers

• AVID: Automated Virtual-Reality-Based Trainings for Intervention Development
  Vanderbilt University, Joseph Lambert
• Project SUSTAIN: Sustaining Special Education Teachers by Improving Working Conditions: A Collaborative Intervention Development and Investigation of Promise
  University of Florida, Nelson Brunsting

Reading, Writing, and Language

• Development of a Narrative Language and Reading Comprehension Program for Emergent Bilinguals With or At Risk for Reading Disabilities
  University of Texas, Austin, Philip Capin
• Examining the Efficacy of Integrating Anxiety Management Practices with Reading Intervention for Students with Reading Disabilities
  University of Texas, Austin, Sharon Vaughn

Science, Technology, Engineering, and Mathematics (STEM)

• A Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level K Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Mathematics Learning Disabilities
  Boston University, Nancy Nelson
• Early Mathematics Interventions: A Meta-Analysis of Group-Design Interventions to Inform Targeted Intervention for Students with Mathematics Difficulties
  University of Oregon, Gena Nelson
• Exploring Extended Time Eligibility and Use to Inform Equitable and Appropriate Practices
  Michigan State University, Sara Witmer

Social, Emotional, and Behavioral Competence

• Building Relationships in Intensive Intervention: Exploring Dyadic Interactions, Relationship Quality, and Engagement for Students with or at High Risk for Emotional/Behavioral Disorders
  Vanderbilt University, Blair Lloyd
• Developing and Evaluating an Integrated, Collaborative Inclusion Program for Students With and Without Emotional and Behavioral Challenges
  New York University, Elise Cappella
• Disentangling Intervention Practices Aligned with Motivational, Agentic, and Self Theories (MAST): An Integrative Meta-Analysis and Scoping Review
  University of Texas, Austin, Jessica Toste
• Effects of Mental Health Interventions Delivered in Schools: A Meta-Analysis
  Florida International University, Mei Yi Ng
• Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate among Students With and At-Risk for Disability Identification
  University of Missouri, Chad Rose
• Extending the Reach of Evidence-Based Practices to Support Student Attention and Behavior through Technology
  San Diego State University, Miguel Villodas
• Family-Centered Ecological Assessment and Intervention to Address Student Threats of Violence and Promote Social, Emotional, and Behavioral Competence
  University of Wisconsin, Madison, Andy Garbacz
• Identifying Social Experiences Linked to Academic Outcomes of Middle and High School Students with ASD in General Education Classrooms: Laying the Groundwork for Interventions
  Cincinnati Children's Hospital Medical Center, Ryan Adams
• Impact of Disability Anti-Bullying Training for Elementary Special and General Education Teachers (PROJECT DIAL): Impact on Teacher Awareness and Self-Efficacy and Student Outcomes
  University of Missouri, Chad Rose
• Longitudinal Evaluation of Promotive and Protective Factors for Academic Functioning for Students with ADHD Across the Transition to Middle School
  Children's Research Institute, Melissa Dvorsky
• School-Based Paraeducator Education for Engagement at Recess
  University of Washington, Jill Locke
• Stepped Care Approach for Addressing Youth-Motivated School Refusal Behaviors (STAY)
  University of South Florida, Rose Iovannone

Systems, Policy, and Finance

• A Comparative Exploration of IDEA Racial Equity Policy to Inform Research, Policy, and Practice
  Hunter College, CUNY, Catherine Voulgarides

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

• Developing and Pilot Testing a Brief Mindfulness-Based Intervention to Promote Self-Determination Skills Among High School Youth With Disabilities
  University of Oregon, Atika Khurana
• Enhancing Secondary/Transition Outcomes Using Check and Connect with the Self-Determined Learning Model of Instruction
  University of Kansas Center for Research, Inc., Karrie Shogren
• Project TASK: Improving Transition Planning for Students with Autism Spectrum Disorder by Enhancing Access, Skills, and Knowledge
  Vanderbilt University Medical Center, Julie L. Taylor
• Transition Coalition Self-Study (TCSS+): Enhancing a Team-Based Professional Development to Improve Transition Outcomes
  Portland State University, Mary Morningstar

Research Training Programs in Special Education (84.324B)

NCSER awarded one Early Career Development and Mentoring award under the FY 2024 Research Training Programs in Special Education. Under this program, NCSER aims to prepare individuals to conduct rigorous and relevant special education and early intervention research that advances knowledge within the field and addresses issues important to education policymakers and practitioners.

• Project Design: Exploring How Special Educators' Working Conditions Relate to Their Role Enactment, Engagement, and Effectiveness in Inclusive Service Delivery Models
  University of Florida, Hannah Mathews

Special Education Research and Development Center (84.324C)

NCSER awarded one grant under the FY 2024 Special Education Research and Development Center Program. Under this program, NCSER supports research and national leadership activities that advance evidence-based practice and policy to address significant problems in special education.

• The Special Educator Workforce: A Research Collaborative
  American Institutes for Research (AIR), Roddy Theobald