Projects
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 projects—current and completed—by clicking on the links below. 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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This study will investigate the impact of the Advancing Social-Communication and Play (ASAP) intervention on school-aged students with ASD, and the feasibility of the ASAP intervention in elementary schools. The study is expected to provide valuable data on the effect of the ASAP intervention on elementary school students. Additionally, the study will offer important information on adapting preschool interventions for elementary school settings.
The pilot study presented in this proposal is a collaborative effort between the University of Maryland Baltimore County (UMBC) and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. The intended outcomes of this program are to positively impact inclusion in early childhood classrooms and kindergarten readiness for children with disabilities. Consisting of a 5 day, in-person, professional development (PD) opportunity and Networked Improvement Community (NIC) meetings that are targeted to meet the individual needs of the participants, we propose a three-phase process. Phase 1 includes targeted observations of inclusive STEM practices. Phase 2 includes a 5-day PD opportunity, planned and facilitated by UMBC and STEMIE. PD sessions will be designed to foster the participants’ engagement in inclusive STEM teaching. Phase 2 sessions will be developed based on observed needs of the participating teachers and support participants in using STEMIE resources (e.g. learning trajectories) within the scope of their own curriculum. A series of NIC meetings will be held focusing on areas of need identified by the participants to allow for collaborative problem solving with investigators serving as facilitators. The final phase (Phase 3) will include targeted observations of participants to assess progress.
The study presented in this proposal is a collaborative effort between the University of Maryland Baltimore County (UMBC) and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. The intended outcomes of this program are to positively impact inclusion in early childhood classrooms and kindergarten readiness for children with disabilities. Consisting of a 4 day, in-person, professional development (PD) opportunity, virtual/in-person coaching, and Networked Improvement Community (NIC) meetings that are targeted to meet the individual support needs of the participants, we propose a three-phase process. Phase 1 includes targeted observations of inclusive STEM practices. Phase 2 includes a 4-day in-person PD opportunity, planned and facilitated by UMBC and STEMIE. PD sessions will be designed to provide participants with the opportunity to learn and expand their knowledge and sharpen their skills on inclusive STEM teaching. Phase 3 sessions will be developed based on observed needs of the participating teachers and support participants in using STEMIE resources (e.g. learning trajectories) within the scope of their own curriculum. This will be done via a series of individual coaching and NIC meetings to allow for collaborative problem solving with investigators serving as facilitators. The final phase (Phase 4) will include targeted observations of participants to assess progress.
This research will extend the use of work systems -- an evidence-based practice with school-aged children that provides visual information about what one is expected to do -- to adolescents and adults.
The National Professional Development Center on Autism (NPDC) developed a professional development model for increasing the use of evidence-based practices (EBPs) in schools. The NPDC model includes information on goal attainment scale to monitor student progress, an overview of EBPs, a process of selecting EBPs. Ann Sam, PhD, will partner with Guilford County Schools to provide training on these components. Additionally, she will provide an overview of foundational EBPs (reinforcement, prompting, and visual supports). Training will include specific practice to promote independence and adaptive/vocational skills, social communication needs of students, and promote school readiness, academics and behavior. Training will occur over a two-day period.
This collaborative project with ITTI Care at Duke Center for Child & Family Policy will work to integrate trauma-informed care practices within infant-toddler childcare settings by evaluating existing training materials and suggesting revisions as necessary and designing comprehensive instructional strategy and training curricula for both coach-the-coach and direct-to-provider professional development efforts.
The Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families project is being conducted at three sites: Frank Porter Graham Child Development Institute, Indiana University, and University of Kansas. The project is funded by the U.S. Department of Education, Institute of Education Sciences, and the Principal Investigator is Dr. Hannah Schertz at Indiana University.
TRI will design a series of six parent workshops to build foundational literacy skills for children aged six months to five years. These workshops will be presented by community workers from El Centro Hispano. TRI will provide training for the community workers and will compile materials including books in Spanish and other educational resources (magnetic letters, activity cards) for parents to use.
University of Florida’s Lastinger Center for Learning is seeking support for capacity development in best practices of implementation science. Specifically, the Lastinger Center is looking for a two-phase approach. In Phase 1, exploration activities to support development of a team, assessment of opportunities and needs, readiness activities, and recommendations for options are proposed to support overall readiness and identification of specific areas of focus for the Center to develop internal implementation science capacity
The project team will research national trends and relevant models of governing and delivering early childhood special education systems, including but not limited to implementation of the federal Individuals with Disabilities Education Act (IDEA), quality and control measures, and innovative approaches in other states and jurisdictions that hold the potential for enhancing the effectiveness, efficiency, or accountability of the early childhood special education system in the state.
This study will iteratively develop and test an adapted professional development model to be used with the Advancing Social-communication And Play intervention.
This is a collaborative project with Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) to develop blended learning (lessons pairing eLearning modules and onsite training) for Positive Behavior Interventions & Supports (PBIS) within Michigan public school systems.
This is a collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) to develop blended learning (pairing data captured from eLearning and/or other activities with onsite training) to support Multi-Tiered Systems of Supports (MTSS) within Michigan public school districts.
This grant supports a staff person with early childhood expertise to assist the Mid-South Regional Resource Center's staff and states in providing technical assistance on issues related to early intervention and early childhood special education.
The FirstSchool team will deploy an online course to promote student communication in PreK through third grade education. Participants in the online course will include PreK through third grade teachers and administrators. The course will begin in September 2018 and conclude in May 2019.
This purpose of this project is to conduct an evaluation of Montana’s Maternal and Early Childhood Home Visiting (MECHV) Program. Major tasks to be completed include analysis of existing data, surveys of program staff, interviews with key stakeholders, and document reviews. The evaluation will contribute vital information related to home visiting programs within the early care and education system for policy makers, program administrators, and other stakeholders in Montana.
This study utilizes three large-scale early childhood education datasets (NCEDL, SWEEP and LAExCELS) to explore how children’s engagement, measured by moment-to-moment time sampling, varies within classrooms and explores if variation in levels and quality of child engagement and activity type/setting is associated with children’s outcomes.
WA OSPI is seeking support for the capacity development of their state and regional Multi-Tiered Systems of Support (MTSS) staff in best practices of implementation science to support implementation of evidence-based practices with their participating local education agencies (LEAs). To support development of internal implementation capacity, the National Implementation Research Network (NIRN) will provide virtual training, coaching, and consultation supports.
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.
NCEDL was created to provide national leadership and advance knowledge in early childhood development and learning. It aimed to enhance cognitive, social and emotional development of children birth through eight years and to support families.
The Frank Porter Graham Child Development Institute is partnering with ZERO TO THREE to support the National Center on Early Childhood Development, Teaching, and Learning through four major activities: 1) building implementation science capacity; 2) designing and supporting a performance evaluation; 3) providing cross-sector partnership and leadership with activities conducted by the National Center; and 4) providing content area expertise.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) was established to strengthen the capacity of Head Start, Early Head Start, and child care communities to achieve positive, enduring outcomes for the children and families they serve. NCPFCE's goal is to promote exemplary practices for family and community engagement in support of children’s school readiness and healthy development; parent leadership and advocacy; family economic mobility; community partnerships; individualized support for families; and staff-family relationships that are equitable and culturally and linguistically responsive. Researchers will conduct evaluation activities for the Region I FEM Academy, as well as support the ongoing operations and project management tasks. The evaluation data collection will focus on the post-academy phase, including a 6-month follow-up. The findings from the evaluation will be compiled into summary evaluation reports.
The National Center on Parent, Family, and Community Engagement (NCPFCE) funded by the Administration for Children and Families, Office of Head Start in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children's school readiness, including transition to kindergarten.
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.
NECTAC was supported by the U.S. Department of Education's Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC served Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families.
The mission of the National Implementation Research Network is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.
