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 current projects by clicking on the links below. Change the project end date to view completed projects. 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 Carolina Systems Partnership for Families (CSPF) leverages over a decade of implementation support from the Implementation Capacity for Triple P project to inform the development of a sustainable statewide intermediary model for scaling empirically supported interventions (ESIs). This six-month project will facilitate a structured transition out of intensive implementation support while documenting replicable lessons for future ESI-support infrastructure across the Carolinas.
The goal of this project is to 1) conduct a prospective clinical study that focuses on client health outcomes, social determinants of health, and preferences for Whole-Person Integrated Care (WPIC), and 2) evaluate WPIC program implementation to identify potential cost-savings for the WPIC approach across a series of behavioral health clinics. As part of this project, Shannon Chaplo, PhD, will provide WPIC program evaluation and quality assurance, train clinical staff, and provide mental health wellness support for clinical staff involved in direct patient contact. She will also seek grants for future funding to sustain this clinical and research program.
The CECER-DLL was a national center pursuing a focused agenda of research and national leadership activities designed to improve the state of knowledge and measurement in early childhood research on young DLLs and their families, and to advance the evidence base for practices to support young DLLs' development and learning.
In partnership with the Erikson Institute, the University of Delaware, the Indigo Cultural Center, and the National Association for Family Child Care (NAFCC), the Equity Research Action Coalition at the UNC Frank Porter Graham Child Development Institute will establish a Center for Home-based Child Care Research to support research about home-based child care (HBCC) in states, territories, tribes, and/or local community contexts through a cooperative agreement with OPRE. The purpose of the Center is to provide leadership, build research capacity in the field, and offer support in the development and facilitation of local research to improve understanding of HBCC settings and providers and access by the families who seek and utilize HBCC.
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 Active Implementation Support for the Center for Trauma Recovery and Juvenile Justice’s (CTRJJ) grant project designates Frank Porter Graham Child Development Institute’s resources in support of the CTRJJ’s Workplan and Core Team, in addition to other key participants. The aims of the project include the use of applied, proactive implementation support training, coaching and technical assistance as noted below. The primary role on the implementation support to CRTJJ is to work behind the scenes with all designated relevant partners. However, FPG implementation specialists will have the ability to deliver content, coaching, and ongoing systems supports to relevant recipients.
The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) is a multi-site research and development center that will develop a school- and community-based comprehensive treatment model (CTM) for high school students with ASD and conduct an efficacy study of the impact of the CTM on multiple student outcomes and transition to post-school settings.
Child Care and Early Education Quality Features, Thresholds, Dosage, and Child Outcomes Study Design
The Child Care and Early Education Quality Features, Thresholds, Dosage, and Child Outcomes Study Design project provides a basis for federal agencies and other stakeholders to field new research on the quality of early care and education, support quality improvement initiatives and practice, and inform decision making at the state and national levels. The project focuses on center-based settings serving children from birth through age 5, focusing on children from low-income families.
This project addressed the child care needs and utilization patterns of Latino low-income parents and factors that influence parental choice of care.
The purpose of this project was to understand how low-income rural families use child care subsidies, the quality of care they receive, and how subsidy use is related to child outcomes and parental work conditions.
This model demonstration seeks to increase family uptake of developmental screenings and service enrollment of traditionally underserved populations by centering family and cultural voice throughout the implementation process.
ChildFund desires to strengthen its capacity to effectively implement early and middle childhood youth programs by infusing the science and practice of implementation into ChildFund's program approach and program offers to achieve goals set within its corporate strategic plan.
The central goal of this project is to understand the ways in which community, family economic and health resources, family employment, family contexts, parent/child relationships, childcare/preschool experiences, and individual differences in the children themselves interact over time to shape the developmental trajectories of competence during children's transition to school and early years of formal schooling.
The purpose of this project is to understand the early development trajectories of an understudied but important group of children: those living in non-urban, poor areas of the country. Critical to our enquiry in this third phase of the project are questions about the ways that rural contexts might accentuate or deflect risk associated with race, poverty, and child characteristics.
The purpose of this project is to understand the early development trajectories of an understudied but important group of children: those living in non-urban, poor areas of the country.
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.
UNC Frank Porter Graham Child Development Institute is collaborating with CU Denver to analyze secondary data on Spanish-speaking dual language learners (DLLs) attending pre-K. The project aims to:
• identify socioemotional development profiles for Spanish-English DLLs;
• examine how individual characteristics and family contexts differ across these profiles; and
• determine which classroom sociocultural factors predict different socioemotional profiles.
For the past six years, the National Professional Development Center on ASD (NPDC) and the ASD Toddler Project have worked to develop models that support teachers in designing and implementing individualized programs based on identified evidence-based practices. In this collaboration with Easter Seals UCP of NC, we will support six centers that care for and educate children with ASD between the ages of birth to five. Our support will include the implementation of a process of professional development based on the NPDC and ASD Toddler models.
Consistent with the commitment of OSEP to a focus on Implementation Science in the process of the State Systemic Improvement Plan, the National Center for Systemic Improvement (NCSI) and the State Implementation and Scaling-up of Evidence-based Practices Center (SISEP) will collaborate to build the Implementation Science fluency of an internal NCSI Implementation Team for use in support of SEA Implementation Teams, and to track and evaluate SEA implementation capacity through the use of the State Capacity Assessment.
The purpose of this project is to serve as the overall implementation evaluation lead for an expected 10-year initiative, taking primary responsibility for designing and conducting a comprehensive implementation evaluation, while also coordinating and aggregating the evaluative activities and results of several partner organizations to ensure that data and findings are synthesized and packaged to support learning and continuous improvement.
This project will provide communities with the ability to measure how well they support healthy, active living for all members of the community, including people with disabilities. The intent is to develop a valid and reliable instrument that can be used to measure healthy, active living resources at either the community level, or for the targeted settings that define a community including schools, recreation facilities, health care sites, workplaces and food environments.
This study examined the immediate and long term effects of two comprehensive treatment models. Using an equivalent groups quasi-experimental design, classrooms for preschool children with autism implementing the LEAP and TEACCH models and local control classrooms were matched on relevant variables. Children received a battery of developmental assessments, and observations of children's behavior in the classroom and assessments of fidelity of treatment implementation were collected.
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.
CONNECT modules are practice-focused instructional resources for faculty and other professional development providers. CONNECT modules are designed using a 5-Step Learning Cycle, an approach for making evidence-based decisions about practice dilemmas, based on the integration of multiple sources of evidence.
This consultation project assisted Wake County Smart Start (WCSS) and Wake County Human Services (WCHS) in gathering and analyzing information to determine the strengths and needs of the current child care subsidy system and to facilitate the development of strategic recommendations.
