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 National Implementation Research Network (NIRN) will support effective and quality implementation of the New Jersey Department of Children and Families' Family Success Centers' (FSC) Practice Profile across their network of providers.
This collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) aims to develop blended learning (pairing data captured from eLearning and/or other activities with onsite training) to support Multi-Tiered Systems of Supports (MTSS) within Michigan Public School Systems.
The purpose of this project is to develop the Supporting paraprofessionals-Teachers use of Evidence-based practices with Learners having Autism (STELA) program, a professional development intervention targeting the knowledge and skills that paraprofessionals need to implement evidence-based practices for students with autism spectrum disorder.
This project will provide support for a process to enhance the curriculum at Tacoma Community College by incorporating evidence-based practices and content. The work will include developing opportunities for coursework and practica with an emphasis on young children with disabilities and their families.
The School of Education at the University of North Carolina at Chapel Hill aims to provide an interdisciplinary graduate program of study for Birth–Kindergarten professionals who will be highly qualified to teach young children with and without disabilities with a specialization in working with immigrant children and families experiencing poverty.
This short-term exploratory study will seek to systematically gather input from stakeholders with expertise in technical assistance to develop a compilation of technical assistance strategies used to support the use of research evidence in child welfare, as well as definitions of these strategies. The study will categorize technical assistance strategies that include stakeholder involvement and assess which strategies under what conditions facilitated research use.
The ECTA Center will assist the CDC's EHDI team with (1) identifying some best practices/models with Part C programs at the state and national levels to better address issues of documenting that infants with hearing loss are receiving ED services, (2) measuring progress, (3) assessing outcomes, and (4) meeting national benchmarks.
This project involved multiple tasks including the provision of intensive, implementation-focused technical assistance to promote the scaling-up of evidence-based practices to improve child and family outcomes post-permanency, and a program evaluation to assess implementation fidelity and outcomes.
The purpose of the Early Childhood Outcomes (ECO) Center was to provide national leadership in the development and use of outcome information in early intervention and preschool special education programs. ECO was a collaborative effort of the Frank Porter Graham Child Development Institute, SRI International, the Research Triangle Institute, and the University of Connecticut.
This collaborative project will design and deliver a comprehensive professional development system of support for infant and toddler teachers, anchored in an online associate's degree program for English and Spanish-speaking professionals serving infants and toddlers.
This project will provide support for a process to enhance the curriculum at Terra Community College by incorporating evidence-based and competency-based practices and content. The work will include developing opportunities for coursework and practica with an emphasis on young children who are culturally, linguistically, and ability-diverse and their families.
The National Implementation Research Network (NIRN) will partner with The Pew Charitable Trusts (Pew) to build the capacity of Results First States to integrate implementation science into their evidence-based policymaking approaches.
The purpose of this project is to assist the State of Alaska Early Intervention/Infant Learning Program (ILP) to coordinate the final revisions and dissemination of its revised State of Alaska ILP regulations, State Policies and Procedures, forms, on site monitoring tools, and monitoring and database manuals, and a new request for proposals for local early intervention providers to ensure they comply with the new federal Part C regulations as well as Alaska state laws.
The purpose of this project was to examine the effectiveness of the Targeted Reading Intervention professional development program in helping rural kindergarten and first-grade classroom teachers in low-wealth schools implement evidence-based, individualized reading instruction for the children in their classrooms who are struggling in learning how to read.
The purpose of this project is to evaluate the effectiveness of an early reading professional development program, the Targeted Reading Intervention (TRI), on young English learners' reading achievement.
This validation study of North Carolina's tiered quality rating and improvement system (TQRIS) included two phases. Phase I involved collection of data to inform the development of alternative TQRIS models. Phase II involved the conduct of classroom observations, director interviews, surveys of teachers, and child assessments to examine whether the test model developed in Phase I is related to program and classroom quality and to child outcomes. Findings will inform possible revisions to NC's TQRIS.
This project tests the efficacy of an innovative group-based model of intervention for Toddlers and Families Together to target the early core features of ASD with the goal of improving maternal health and child developmental outcomes. Specific aims include examining the effects of TAFT on caregiver outcomes of stress, coping, support and interaction style; examining the effects of TAFT on children's engagement, behavior regulation, joint attention and play; and examining caregiver and child characteristics affecting optimal treatment outcomes.
This grant provided support for an Administrative Core and four research cores: Behavioral Measurement Core, Data Management and Statistical Analysis Core, Developmental Neuroimaging Core, and Subject Registry Core. These four research cores provide cutting-edge, high-quality, and cost-effective support for this integrated, multidisciplinary program of MRDD research.
In collaboration with the Lastinger Center, FPG proposes to evaluate the effects of a literacy matrix (LM) for the 2020-2021 and 2021-2022 academic years. This project will evaluate educator data as measured by metrics collected as part of the Flamingo LMS. In addition, should student data be made available, these data will be examined to determine student growth following educators' completion of the LM.
The DCFW Implementation Support Project for the DHHS Child Behavioral Health Leadership Team and its component projects proposal creates an implementation science, practice-based approach in support of a multi-tiered policy/governance, program (e.g., EBP) support, and delivery system across North Carolina. The Impact Center expects to work alongside and receive directions from DCFW Leadership, embed implementation science best practices within the team, its projects, and support system partners where directed.
We are partnering with MDRC to conduct a quality study that will address important early childhood education (ECE) research and policy by addressing questions about which aspects of ECE quality have the largest impacts on child outcomes and the extent to which those aspects of ECE quality can be improved through intervention.
Through the Vermont FirstSchool Partnership, FirstSchool staff at the University of North Carolina at Chapel Hill will help educators in Vermont make substantial gains in understanding and implementing the content and process of the FirstSchool approach to transforming PreK-3rd grade.
This research project evaluated the effects of a social skills training package comprised of group teaching strategies, applied behavior analysis, and video-based instruction delivered to adolescents with autism.
The purpose of this project was to provide consultation to Wake County Smart Start to develop a plan for a county-wide service integration of home-based services for young children and their families.
Walking the Walk was a 3-year project that worked to improve recruitment, preparation, and support of culturally and linguistically diverse workforce serving young children and their families in North Carolina.
Research team will consult with Wake County Smart Start (WCSS) to support a WCSS-led participatory research project that will lead to the development of WCSS strategic plan community driven outcomes. Following with their strategic plan priorities of equity, family engagement and leadership and data informed decision making, WCSS would like to develop community driven outcomes through a participatory research project. The project will collaborate and share power with families and community members in the development of outcomes that measure WCSS’ success in meeting their strategic plan goals. The project will be co-designed, co-facilitated and collaboratively analyzed and disseminated by community and family co-investigators.