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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.
A Mechanistic Study of the Association Between Poverty and Executive Functions in Early Childhood: Contributions of Early Brain Development and the Early Caregiving Environment
The current study examines the link between poverty and executive functions (cognitive processes that facilitate learning, self-monitoring, and decision making) which are known to undergo rapid developmental change during the first years of life.
The aim of this study is to delve deep into the factors that hinder or support the optimal development of children, families, and educators in Black-majority Educare schools.
The purpose of this project is to examine whether receiving direct payments through the American Rescue Plan is particularly beneficial for Black and Latine families—economically and psychologically.
The FPG Autism Team will provide professional development training on the Autism Program Environment Rating Scale (APERS). The training will be for nine participants who are team members or affiliates of the Autism Professional Learning & Universal Supports Project at Illinois State University.
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.
This project will support the Foundation in gathering and analyzing implementation and outcomes data for students with disabilities (SWD) served by charter management organization (CMO) grantees and their schools. NIRN will provide input on measures and tools used to gauge measurement and reporting capacity of CMOs and their schools; help design, develop, and deliver technical assistance and associated materials and events to support CMO capacity to provide data; and help design implementation and outcomes studies.
The purpose of this project as part of the Equity Research Action Coalition is to identify strengths-based programs and policies that support the well-being of Black parents and their infants and toddlers during the pandemic.
This project will support a cohort of place-based, cross-sector educational collaboratives ("myFutureNC network") across the state to develop model programs that significantly increase the number of students successfully pursuing post-secondary education and entering the workforce. This pilot aligns with the state's goal of having 2 million individuals between the ages of 25 and 44 with a high-quality credential or postsecondary degree by 2030.
Building Regional and State Capacities to Support Local Implementation of the California Child Welfare Core Practice Model
The partnership among the California Department of Social Services (CDSS), County Welfare Directors Association (CWDA), Child and Family Policy Institute of California (CFPIC), California Social Work Education Center (CalSWEC), and Regional Training Academies (RTAs) is committed to supporting counties and their leadership in the implementation and sustainability of the California Child Welfare Core Practice Model (CPM).
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 supports implementation of the Center for IDEA Fiscal Reporting's effort to provide technical assistance in the role of state liaison and/or content specialist to state Part C early intervention lead agencies to help them meet their federal obligation to collect and report special education fiscal data as required by the Individuals with Disabilities Education Act (IDEA).
The purpose of this project is to support the use of implementation science methods and practices within the technical assistance services provided by the Comprehensive Center Region 7. The NIRN team will support capacity building efforts of the TA providers and the state education agencies being served by the comprehensive center as well as the implementation of cross-state initiatives.
Developing an Empirically-Based Adaptation and Training Model for Intervention Scale-Up of Classroom Pivotal Response Teaching (CPRT)
The aims of this development and innovation project are to develop an interactive decision tree to inform adaptation of Classroom Pivotal Response Teaching (CPRT) for individual students, goals, and activities, and to develop an interactive on-line training and distance coaching model for teachers and paraprofessionals.
The Early Childhood TA Center (ECTA) is funded to support state Early Intervention and Preschool Special Education programs in developing high-quality early intervention and preschool special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young 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.
The goal of this study through the IES-funded Early Learning Network is to understand variations in practices that augment transitions and early learning; determine malleable factors that improve learning environments and promote school readiness and academic achievement for disadvantaged children; and understand the processes necessary for effective transitions from pre-K through grade 3 in rural and urban communities.
Early Life Stress and the Environmental Origins of Disease: A Population-Based Prospective Longitudinal Study of Children in Rural Poverty (ECHO)
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 and other health outcomes. It extends our prior data collection both retrospectively and prospectively in order to amplify and enhance our focus on adverse exposures and health and behavior outcomes.
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 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.
The purpose of this project is to conduct a pilot study examining the impact of Family Engagement Specialists' beliefs and attitudes (e.g., bias) on their engagement with families.
Effects of Feedback Sensitivity and Emotion Regulation on Learning and School Performance in Adolescents From Multiple Countries
This project will examine cross-cultural patterns in feedback sensitivity, emotion regulation, and learning among adolescents. Findings may have practical applications to the classroom and could inform interventions for bolstering students' academic performance.
The purpose of this project is to examine the relationship between implicit bias, teacher expectations, teacher–child interactions, and child outcomes. There are disparities in child discipline and development that can manifest early for poor and/or minority children and can have lasting consequences.
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 Equity Research Action Coalition will co-construct with practitioners and policymakers actionable research to support the optimal development of Black children prenatally through childhood across the African diaspora using a cultural wealth framework. The coalition will focus on developing a science-based action framework to eradicate the impact of racism and poverty and all its consequences on the lives of Black children, families, and communities, and to ensure optimal health, well-being, school readiness and success, and overall excellence.
The goal of this project is to support the development of an interdisciplinary, multi-organizational research action coalition to identify anti-racist, culturally-sustaining, and asset-focused factors that ensure that Black children, their families, and communities thrive. Specific to this project is the development of a national repository/clearinghouse that provides up to date information on actionable research, practice, and policy evidence about what matters and works for Black children.
The purpose of this project is to conduct the year 1 evaluation of the ECIC Child Care Innovation Fund. Guided by a racial equity evaluation framework, the evaluation will determine how this fund influences policy changes to address racial disparities in wages and families' access to affordable, high-quality early care and education. This study will also examine facilitators and barriers to engaging in racial equity systems change.
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 supplemental study provides preliminary information on whether culturally responsive practices are predictive of racially marginalized children's outcomes and whether teacher factors, such as partnership with families, are related to culturally responsive practices.
The purpose of this project is to understand the early development trajectories in both poor and non-poor young children growing up in rural areas characterized by high poverty. An interdisciplinary team of investigators has been following children from birth with measurement of child, family, and school functioning, observed mother and father sensitivity and language input in the home setting, observed quality of instruction in child care and elementary school, characteristics of the community, and biomarkers of child and maternal stress.
FirstSchool is a Pre-K through third grade approach to improving early elementary school experiences for African American, Latino, and low-income children and their families.