Projects
Displaying 61 - 79 of 79
To support The Duke Endowment’s investments in evidence-based practices across the Rural Church and Child and Family Wellbeing program areas, the project team will engage in several system strengthening activities during the six-month period from January 1st, 2024 through June 30th, 2024. Within the Rural Church Summer Literacy Initiative, the project team will (1) support the refinement of the SLI practice model, (2) engage in programmatic coaching with staff at SLI grantee sites, (3) explore future tailored implementation support activities, and (4) provide design and consultation supports for bolstering data collection and monitoring across SLI grantee sites. Additionally, the project team will engage in several start-up activities for a Center of Excellence to support evidence-based programs and practices in North Carolina and South Carolina. These will include leadership engagement and system coaching, organizational development activities, and change management activities.
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" could address race-based trauma and stressors and support the positive racial identity formation for young children.
Effective implementation capacity is essential to improving education. The SISEP Center supports education systems in creating implementation capacity for evidence‐based practices benefiting students with disabilities. Project funding is by the Office of Special Education Programs.
This project's purpose is to develop and enhance the knowledge on the practices and supports necessary to improve access and participation within STEM learning opportunities for young children with disabilities.
This project's purpose is to expand the knowledge on the practices and supports necessary to improve access and participation within STEM learning opportunities for young children with disabilities and intersecting identities.
Early childhood educators (ECE) work with young children with disabilities as well as children from diverse backgrounds to support learning and development. It is critical for ECEs to be adequately prepared to serve children who are linguistically, culturally, and ability-diverse. The purpose of this project is to work with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to work with children with disabilities and children from diverse backgrounds.
The proposed study will employ several methodologies including single-case design and qualitative methods to explore processes and drivers necessary to support early intervention (EI) providers in using online modules with embedded coaching supports to: (a) increase their own knowledge and use of evidence-based practices (EBPs) and (b) support EI providers to coach caregivers to use EBPs. The study will examine factors that lead to effective EI services empowering caregivers of toddlers with autism to embed EBPs into their everyday routines and activities. We will collaborate with EI providers and caregivers of toddlers with autism to examine the extent to which online EBP modules with ongoing implementation support:
•are perceived as useful and relevant to EI providers
•effectively support EI providers and caregivers to embed EBPs with fidelity
We also intend to:
•determine if and how provider and caregiver use of EPBs impacts child coordinated joint engagement
•explore provider and caregiver perceptions related to EBPs and implementing them
By examining perceptions and outcomes related to implementing EBPs, the study may enhance the quality of EI professional practice and improve outcomes for children with autism and their caregivers.
The current study will be the first to examine the influence of early toxic stress, including the distal effects of living in poverty as well as the proximal factors of negative parenting and household chaos, on the development of gut microbiome diversity and maturity across 15, 24, 26, and 54 months.
The Impact Center at FPG's Implementation Capacity for Triple P (ICTP) projects are currently supporting the scale-up and expansion of Triple P System of Interventions in North and South Carolina.
This project will use secondary data analysis of two longitudinal datasets to test if childcare provider language prospectively predicts child executive functions (EFs) directly or indirectly through child language. We will also examine if different ways of measuring preschool teacher language quality are differentially predictive of child language and subsequent EFs.
The Trohanis Technical Assistance Projects group is dedicated to improving the availability and quality of services, and ensuring optimal outcomes, for very young children with, or at risk for, disabilities and their families. We assist states and local agencies that provide early intervention and early childhood special education.
The University of Montana’s Center for Children is seeking support to develop capacity in best practices of implementation science to support sustainability of their implementation of PAX Good Behavior (PAX GBG) in relevant staff in participating centers, and regional and local education agencies. To support development of internal implementation capacity, the National Implementation Research Network (NIRN) will provide virtual training, coaching, data collection, and consultation supports.
The DCFW Implementation Support Project for the DHHS Child Behavioral Health Leadership Team (federally funded component) and its projects continues to build on the existing partnership that the Impact Center has with the CBH team at DHHS. The partnership creates an implementation science, practice-based set of activities and capacity building efforts in support of a multi-tiered policy/governance, program (e.g., EBP) support, and delivery system across North Carolina.
Beginning July 01, 2023, the Impact Center will continue 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.
The goal of this project is to validate the Early Communication Indicator for Autism Spectrum Disorder (ECI-ASD) using a robust and representative multi-site sample of well-characterized children with autism spectrum disorder to determine the psychometric features of this instrument and its ability to detect change over time.
Virginia's Evidence-Based Practice Initiative is seeking support for capacity development in best practices of implementation science. Multiple agencies within the state of Virginia are collaborating in their efforts to foster and facilitate the use of evidence within their local communities. The collaborating state agencies include the Office of Children Services (OCS), Department of Social Services (DSS), Department of Education (VDOE), Department of Juvenile Justice (DJJ), Department of Behavioral Health & Developmental Services (DBHDS), and Department of Medical Assistance Services (DMAS). A state leadership team comprised of representation from these various state agencies has been formed to design and lead the initiative. The National Implementation Research Network (NIRN; http://nirn.fpg.unc.edu) and partners within the Frank Porter Graham Child Development Institute propose providing a blended model of training, coaching, and consultation supports to support the implementation of the Virginia Evidence-Based Practice Initiative through a Transformation Zone approach. Equity will be centered and explicitly attended to in all aspects of services provided.
The Dogwood Health Trust (DHT) Education Strategic Priorities seek to ensure that every child in Western North Carolina has access to early education with nurturing, well-prepared caregivers to prepare them for school and life success. The four goals to meet this outcome include launching landscape studies, improving the early care and education ecosystem, improving K-12 education, and supporting higher education career readiness. The Equity Research Action Coalition at the UNC Frank Porter Graham Child Development Institute will engage in three related strands of work to support DHT’s Education Strategic Priorities. The first strand is engagement in the convening of DHT’s RFP Education Strategy launch, and the second strand is thought and data leadership in an equity-centered academy, followed by an equity-centered report.
The goal of this project is to identify opportunities and barriers to community based organizations, namely civil rights organizations such as the NAACP, The Leadership Conference, the National Urban League, NALEO Education Fund, Asian Americans Advancing Justice (AAJC), National Congress of American Indian (NCAI) in prioritizing early childhood development including access to high quality and affordable child care.