Current Projects

  • This project aims to identify specific linguistic markers of genetic liability to autism which may be used to illuminate the pathogenesis of autism and its component features.
  • The purpose of this project is to document the efficacy of a widely used professional development model that promotes program quality, teachers' use of evidence-based practices (EBPs), and outcomes for elementary school-age children with autism spectrum disorder (ASD). The study will respond to a national need to prepare teachers to design effective, research based educational programs for children with ASD.
  • Elementary school is the critical period for setting the stage for children's future academic success. The most important academic skill that is developed during this period is literacy, without which most other content area material cannot be learned well. The current project will have unique opportunities to better understand what factors contribute to literacy trajectories, as well as factors that may buffer children against poor trajectories.
  • The purpose of this study is to examine associations between language of instruction, student engagement, academic-self-concept, approaches to learning, student-teacher relationships, and gains in academic outcomes for students attending dual language educational settings.
  • The Center for IDEA Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance to states to support early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.
  • This project will support the Centre for Evidence and Implementation in ensuring that the Circle of Care program in Singapore is implemented effectively through technical assistance and professional development activities in order to bring about the best positive outcomes for children from disadvantaged backgrounds and their families.
  • The Center will support Part C/Section 619 Coordinators and staff to implement high-quality early intervention (EI)/early childhood special education (ECSE) systems and increase implementation of evidence based practices to improve outcomes for children with disabilities and their families.
  • The extent to which and how early education reduces achievement gaps related to race and income have not been studied extensively in rural areas in the United States, despite clear evidence that these achievement gaps are even larger in the rural United States and high-quality early education is one of the most effective means to promote educational success for all children.
  • This project leverages and builds upon an existing longitudinal cohort to propose hypotheses that investigate the ways in which early life stress alters well-specified developmental processes to adversely affect neurodevelopment in childhood and increase risk for obesity. It extends our prior data collection both retrospectively and prospectively in order to amplify and enhance our focus on adverse exposures and health outcomes in the areas of neurodevelopment and obesity.
  • The goal of this project is to conduct follow-up studies of Educare graduates as they enter kindergarten and progress through the early elementary years. A team at the Frank Porter Graham Child Development Institute will coordinate and support the Educare local evaluators as they launch new follow-up studies or expand existing follow-up study efforts in 8-12 U.S. cities where there is an Educare school. This 3-year project will gather data on at least 3 years of Educare graduates and, in some sites, data from their parents as well.
  • This is an IES-funded evaluation of the Incredible Years Dinosaur Classroom Prevention Program (IY Dina) and Teacher Classroom Management (IYT) Program on pre-k students' social-emotional functioning, executive functioning, and early academic skills. The study will involve approximately 120 NC PreK classrooms in four counties in North Carolina. Approximately 1200 preschool children from 120 classrooms will enter the study in two cohorts during preschool and will be followed up in kindergarten.
  • The purpose of this project is to determine in-school and out-of-school outcomes for high school students who participated in a cluster (CRCT) of the efficacy of a comprehensive treatment program developed by the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA).
  • The purpose of this project is to design and implement a developmental evaluation for an expected 10-year early childhood collective impact project, the Get Ready Guilford Initiative (GRGI). Activities will include gathering information on the organizations, relationships, practices, roles, and competencies involved in the systems work.
  • This project involves continuing work with Mathematica Policy Research to support their study, Evaluation of Special Education Practices. Tasks include writing a brief on the survey findings and reviewing proposals in response to the RFP for a study that implements programs to address the needs of preschoolers with special needs.
  • This project is designed to provide a statewide evaluation of the NC Pre-K Program. The primary research questions addressed include who is served by the NC Pre-K Program, what are the characteristics and quality of services provided, and what are the outcomes for children attending the program. Data are gathered from multiple sources including classroom observations, teacher surveys, child assessments, and monthly program reports.