Projects
Displaying 31 - 60 of 68
The Minnesota Department of Education is seeking support for the capacity development of its team in advanced implementation practices. To support the development of implementation capacity, the National Implementation Research Network at the UNC Frank Porter Graham Child Development Institute proposes providing a blended model of implementation practice and implementation research to inform the future development of the Minnesota Department of Educations' implementation science infrastructure.
The multi-level implementation supports for Triple P team within the Impact Center at Frank Porter Graham Child Development Institute is currently supporting the scale-up and expansion of the Triple P System of Interventions in North Carolina. For this project, the team embedded in the NC Triple P Support System will provide direct implementation support to nine NC Triple P regions to aid and support local, regional, and state partners’ scale-up of Triple P.
The National Clearinghouse on Autism Evidence and Practice (NCAEP) is conducting a systematic review of the current intervention literature targeting individuals on the autism spectrum. NCAEP is a continuation of the evidence review that was completed by the National Professional Development Center on Autism Spectrum Disorder.
This project consists of planning and implementing an evaluation of The Educare Learning Network, a consortium of programs nationwide providing high quality learning environments for at-risk children from birth to 5 years. The evaluation will document the features of Educare and how implementation of the model contributes to program quality and links to child and family outcomes.
The following specific activities will be conducted for the purpose of producing the legislatively mandated annual report from Division of Child Development and Early Education (DCDEE) regarding the North Carolina Pre-Kindergarten Program:
Extraction of data from NC Pre-K administrative databases provided to FPG by NC DHHD/DCDEE. This will occur on a monthly basis.
Cleaning of monthly data extracts in collaboration with DCDEE staff.
Compilation of the cleaned monthly data extractions into a longitudinal database that preserves the time-specific status of the NC Pre-K system.
Analysis of extracted data according to guidance of the legislation requiring annual reporting on the NC Pre-K system.
Preparation of the legislatively mandated material in draft report format.
Analyses and additions to draft report as directed by DCDEE (within the resources provided by this contract).
Ongoing communication with DCDEE regarding report content, progress of work, and requested revisions and edits to report draft resulting in production of a final report.
The primary outcome of this investment is to support a cadre of New York State districts (Buffalo, Rochester, Syracuse and Yonkers) with operationalizing their district implementation plans related to their selected math high-quality instructional materials (HQIM) with each of the plans focused on addressing the common challenges and barriers identified across districts. The project’s long-term outcome is to create capacity within each respective district to sustain high-quality math instruction and desired outcomes for K-12 students, instructional staff, and the community by working together to determine solutions to their normalized barriers.
The National Implementation Research Center (NIRN) will partner with Rivet Education to design and conduct an empirical evaluation of the Scoring & Evidence Guide (SEG)’s reliability and validity. The free and public-facing SEG is an evidence-based framework and rubric that serves as the basis for Rivet's reviews of providers. It evaluates the extent to which providers have expertise in content and specific high-quality instructional materials implementation (HQIM), as defined as "green" on EdReports, the extent to which they design professional learning that meets overarching and type-specific indicators of quality, and the extent to which they collect data about the effectiveness of their services and use those data to improve their services.
The purpose of this project is to establish the psychometric feature and instrument useability of a practitioner-administered observer impression scale assessment of preschool children’s peer-related social competence. The ratings for this scale are based on three 5-minute observations of preschool children engaging in social interaction with their peers. The information may be used for general assessment for all children, screening for children who may need support in establishing positive peer social competence, and progress monitoring. At the end of this project, a fully developed, psychometrically verified, and practical assessment of preschool children’s peer social competence, suitable for scaling up for program use, will be available to early childhood programs and practitioners.
OJJDP Juvenile Justice System Enhancements is a three-year broad systems improvement project. It is designed to advance state level juvenile justice systems toward the adoption and delivery of evidence-supported practices stemming from a full system review, recommended modifications, capacity building where needed (or desired), and enhanced performance of chosen reforms.
The aim of this research project is to investigate the relationships among housing stability, health and well-being, and climate change vulnerability. Findings will be shared with our community-both with people who experience homelessness and housing instability and with organizations and agencies working to serve those populations. The goal is that the research findings will advance racial and economic justice, not just in Orange and Durham Counties, but throughout the United States. As a nonprofit working toward systems change, these findings will influence the day-to-day programmatic work that CEF does and help to influence how CEF can use its person-centered approach while simultaneously steering members toward specific measures that increase stability.
This project brings together six Educare Early Learning Network schools and collaborating local evaluation partners (LEPs), UNC Frank Porter Graham Child Development Institute, and the Juniper Gardens Children’s Project at the University of Kansas in partnership to demonstrate the efficacy of implementing PC TALK, an early language intervention, to support the language learning of infants and young children with and at risk for disabilities. Designed to build the capacity of early educators and parents to promote communication opportunities and the development of infants and young children, the Promoting Communication Strategies will be embedded into randomly selected Educare classrooms across participating schools.
The purpose of this study is to evaluate two group-based treatments: (1) the Program for Education and Enrichment of Relational Skills (PEERS), which targets social skills, and (2) Unstuck and On Target (UOT), which targets executive function skills. The interventions are two 45-minute sessions per week across 16 weeks and will be implemented by school-based staff in middle schools in North Carolina and Southern California (San Diego area).
This study aims to identify unobserved heterogeneity and capture complex patterns of program and classroom characteristics to inform targeted program quality improvement and teacher professional development, and identify program quality features and instructional practices that are beneficial for the Migrant and Seasonal Head Start children’s language and literacy development.
Persistent, and quite pervasive, racial disparities have been found between Black, autistic children and their white, autistic peers. These disparities range from notable inequities in the timeliness of diagnosis to receipt of substandard services to their under-representation in research studies. While key disparities have been documented, there is a need for increased attention on potential underlying drivers of these disparities that are rooted in the Black experience. We know from existing research on Black health and wellness that racism is linked to some poorer physical and mental health outcomes. This project will examine the impact of racism and resulting racial trauma on the mental health outcomes of Black parents of autistic children (ages 3 -9) as well as the downstream consequences that parental racial trauma has on child behavior and development.
This project will support the University of Kansas in their research of the RAISE intervention to accelerate post-pandemic learning gains for students with or at risk for disabilities. The project involves implementing an evidence-based intervention on use of data to match instruction to student’s need, collecting data from participating schools, analyzing data, preparing reports and dashboards for monitoring and disseminating results.
This project will continue a previously established formal research-policy and practice collaboration between the North Carolina Department of Health and Human Services (NC DHHS) Division of Child Development and Early Education (DCDEE) and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill (FPG). FPG will develop structures to initiate working toward the project goals and to develop plans for expanding this work to educate/co-create learning between academia and policy practice in service of career advancement/efficacy.
The goal of this project is to expand the focus and reach of the RISER Network to Historically Black Colleges and Universities (HBCUs) and other related organizations and institutions to mentor pre- and post-doctoral fellows. Fellows interested in the research-to-practice-to-policy for Black children, families, and communities will receive multi-tiered, equity-centered, culturally grounded methodological and experiential experiences to guide their future careers.
This project will train school staff who support students using pull-out reading instruction and intervention (e.g., “educators” such as reading specialists, paraeducators, instructional facilitators, tutors) to use Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention) with two adaptations: 1) a digital version of the traditionally “paper and pencil” intervention (“TRI app”) in a 2) high dosage model whereby educators provide daily reading support to multiple K-3 students not yet reading on grade level.
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).
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 (PAT) 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 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 California Abundant Birth Project (CA-ABP) is a guaranteed income program for pregnant people at greatest risk of birth inequities in five California counties (San Francisco, Alameda, Contra Costa, Riverside, and Los Angeles), funded by the State of California, municipal governments, and philanthropic funding. The California Abundant Birth Project will provide unconditional, monthly income supplements during pregnancy and postpartum to randomly selected participants, with the goal of curbing financial stress and promoting healthy pregnancy outcomes. The goal of this project is to evaluate the impact of this guaranteed income program on birthing outcomes, maternal and child health, and children’s early outcomes.
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 Rural Church Summer Literacy Initiative Support Team supports the ongoing development and implementation of The Duke Endowment’s Rural Church – Summer Literacy Program in North Carolina.
The Impact Center at FPG’s Triple P Support Team is currently supporting the scale-up and expansion of the Triple P—Positive Parenting Program®—System of Interventions in North Carolina.
