Projects
Research is at the heart of all we do at the UNC Frank Porter Graham Child Development Institute. As one of the nation's foremost multidisciplinary centers devoted to the study of children from infancy to adolescence, our scientists are committed to conducting research and evaluation studies that improve children's lives, support families, and inform public policy.
Learn more about our projects—current and completed—by clicking on the links below. And to stay up to date on news and events related to our work via social media, visit our Project Digital Directory.
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The purpose of this project is to provide DCDEE with expertise in research and analysis related to short- and long-term policy questions focused on young children’s education and development.
Through the Research-Policy and Practice Collaboration, FPG will develop structures to initiate working toward project goals and develop plans for expanding this work to educate/co-create learning between academia and policy practice in service of career advancement/efficacy. FPG will also review research and conduct analyses as directed by the Division to inform evidence-based decision-making at the state level, educate the public, and guide future efforts designed to support young children and families. Finally, FPG will provide coordination support for the B-3 Interagency Council and the B-3 Interagency Council planning team.
The RI-Asthma Integrated Response (RI-AIR) Asthma Care Implementation Program (ACIP) is a comprehensive system of identification, screening, and intervention for pediatric asthma. We aim to demonstrate that RI-AIR ACIP is a replicable, evidence-based, and cost-saving model that improves asthma outcomes for children at most risk, and can be disseminated to other urban communities to address asthma disparities.
The San Diego County Office of Education is seeking support for the capacity development of their county office staff in best practices of implementation science to support implementation of improvement strategies within their differentiated system of support for local education agencies. The National Implementation Research Network will provide a hybrid model of onsite and virtual training, coaching, and consultation supports for identified San Diego County Office of Education staff comprising an implementation team.
The National Implementation Research Network (NIRN) will partner with the Dave Thomas Foundation for Adoption (DFTA) to build the capacity of DFTA staff to integrate implementation science into their technical assistance approach for Wendy's Wonderful Kids (WWK) scaling states to promote effective implementation of WWK and to integrate and sustain the model into adoption services so that intended outcomes can be achieved.
The main objective of this project is to provide a more nuanced understanding of associations between school characteristics, classroom processes, and students’ language, academic, executive function, and social skills between prekindergarten and grade 1 (PK-1).
This study examined how selected youth, peer, family, and school factors serve as risk and protective factors for African American youth’s school competence during the transition to high school.
This project will provide support for a process to enhance the curriculum at Northampton Community College by incorporating evidence-based practices and content.
The current project is designed to improve outcomes of juvenile justice youth who have been incarcerated or under community supervision. The Impact Center at Frank Porter Graham Child Development Institute will provide implementation science and active implementation support training and technical assistance for local juvenile justice jurisdictions to improve their outcomes for youth in confinement and under community supervision.
The Self-Regulation Skills for Success Study (SRSS) is an Institute of Education Sciences funded randomized controlled trial of the Incredible Years© child group treatment program with supplemental intervention supports including recess coaching, teacher consultation and training, and parent education meetings.
The Children's Trust of South Carolina is planning to scale-up the Triple P – Positive Parenting Program system of interventions in several South Carolina communities. FPG's Implementation Capacity for Triple P (ICTP) project team, already working to support a similar statewide Triple P initiative in North Carolina, is providing active implementation support and implementation science guidance to help the South Carolina Triple P project become successful and sustainable.
Southeast Raleigh Promise (SER) seeks to answer the question: “What does it take to improve quality of early childhood programming and workforce in their participating child care centers?” The National Implementation Research Network (NIRN) within Frank Porter Graham Child Development Institute will conduct an implementation study to answer this question and provide consultation supports in the use of the data collected for continuous improvement purposes.
This study compares segmental and prosody/voice features and speech intelligibility and aims to identify potential mechanisms underlying individual differences in speech intelligibility of boys with FXS, Down syndrome (DS), and typical development (TD) to determine whether individual differences in speech production relate to FXS specifically or to MR in general.
The purpose of this administrative supplement is to enhance the efficiency and completeness of the acoustic and perceptual data collection of the parent grant, Speech of Young Males with Fragile X Syndrome. The primary objective of the parent grant is to determine segmental and suprasegmental features of speech production that influence intelligibility in boys with fragile X and Down syndromes.
The purpose of this project is to gather perspectives from current Parents As Teachers families and parent educators. This is a developmental evaluation to understand how Parents as Teachers (PAT) could address race-based trauma and stressors and support the positive racial identity formation for young children.
As part of this developmental evaluation, Phase 2 of this project will focus on: (a) evaluating the joint development of curriculum materials/resources; (b) drafting short-, medium-, and long-term outcomes for intended stakeholder groups (parent educators, parents, children); (c) developing an implementation plan to pilot the full implementation; and (d) designing measures to evaluate the development of curriculum materials/resources, understand the content being developed, and gather insights from users to design evaluation in Phase 3.
The North Carolina Division of Child Development and Early Education is funding a statewide Birth-5 Needs Assessment as part of an initial federal requirement of the Preschool Development Grant. The B-5 NA will be used in developing a statewide strategic plan to strengthen the early childhood system.
While there are many benefits to regular engagement in physical activity, individuals with autism spectrum disorder (ASD) with intellectual disability (ID) often do not engage in healthy levels of
physical activity. This study will examine the impact of using self-management components to increase physical activity for adults with ASD and ID as well as its feasibility in home settings.
The National Implementation Research Network (NIRN) is building the knowledge and capacity of the Annie E. Casey Foundation to use the best of implementation science and related tools and resources to address implementation challenges and support quality implementation of programs, practices, and policies. A major aspect of this work is to amplify and advance equitable implementation in research and practice to achieve better results for children, families, and communities.
This project involves a systematic review of literature on evidence-based teaching practices in the K-12 education system in the United States to (1) identify practices that have demonstrated success in academic achievement for diverse students, (2) examine whether these successful teaching practices have been adopted and implemented, and (3) identify system conditions needed to adopt. The literature review will result in an open-access publication to inform the field.
Given the importance of basic memory skills for success in school, it is essential that we understand the development of a range of component skills that (1) affect the acquisition of knowledge and strategy use, (2) emerge in the context of the classroom, (3) are transformed over time into the study skills that are needed for progress in school, and (4) are related to measures of academic achievement.
The FPG Autism Team will provide virtual professional development training on the Autism Program Environment Rating Scale (APERS) for nine participants who are team members of Guilford County Schools. Additionally, the team will provide training on the National Professional Development (NPDC) model.
Beginning June 2022 through September 30, 2022, the FPG Autism Team, led by Dr. Ann Sam, will provide virtual professional development training on the Autism Program Environment Rating Scale (APERS). The training will be for nine participants who are team members of Guilford County Schools (GCS). The project will include training on the FPG version of the APERS (note Brookes Publishing will publish the full updated APERS in 2022 for purchase). Training consists of virtual didactic training (8 hours), APERS practice conducted in schools by participants, interview and feedback review by trainers, virtual consensus scoring, virtual debrief and professional development planning, and virtual follow-up.