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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The purpose of this project is to conduct a process evaluation of North Carolina’s Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program that will examine service integration and coordination and collaboration among agencies serving families with young children in seven NC communities.
The NIRN will support the Permanency Innovations Initiative project by providing training and technical assistance based in implementation science and practice to refine, problem-solve, and strengthen the use of innovations to improve the safety and permanency outcomes of children and families.
This project will provide training and technical assistance to Long-Term Foster Care Grants in planning and implementing their innovative intervention strategies aimed at reducing the time in out-of-home care for long waiting children engaged in the child welfare system.
Promoting Academic Success (PAS) brought together networks of schools, communities, and families to promote systems change within local contexts to improve the academic and social-emotional outcomes of young boys. PAS focused primarily on two groups of boys, African Americans and Latinos, in systems where these groups of boys are disproportionately underperforming.
Developmental disparity exists between infants and toddlers raised in poverty and their peers growing up in more affluent families. Programs serving poor infants and toddlers typically focus on the overall level of child care quality with less attention paid to the effectiveness of specific activities taking place in the classroom. This study will develop and evaluate a set of activities for early childhood educators to use to promote the early communication and self-regulation skills of poor infants and toddlers.
The purpose of this project is to develop and test an intervention to support the development of adolescents' self-regulation skills during the middle school years. The Self-Regulation Skills for Success (SRSS) intervention will adapt and integrate strategies from existing evidence-based programs guided by a theory of change that intentionally targets self-regulatory processes in need of support and development during early adolescence: immature cognitive controls, increased emotionality and stress reactivity, and responsivity to peers.
The NPDC will work with professionals from the Centre for Autism Research in Riyadh, Saudi Arabia to establish and promote the provision of high quality programs and the use of evidence-based practices for learners with ASD and their families. The contract will support intensive didactic and site-based professional development in the United States and regular follow up and site visit in Saudi Arabia.
The purpose of the CAMH's Provincial System Support Program (PSSP) is to create and build the implementation capacity of regional and local Implementation Teams. Using Active Implementation frameworks, NIRN is supporting CAMH to develop the infrastructure for sustaining and scaling interventions in children’s mental health and addiction sectors across the Province.
This project conducted a process evaluation and short-term outcome evaluation of Miami-Dade County's Quality Counts initiative, a quality rating and improvement system (QRIS)and professional development initiative.
The purpose of this project was to work collaboratively with Quality Counts leaders and stakeholders to revise their logic model and discuss issues related to validating Quality Counts.
This project was a randomized control trial of the Partnerships for Inclusion (PFI) model of assessment-based, individualized, on-site consultation. The evaluation study was called QUINCE (Quality Interventions for Early Care and Education). Quality consultants from 24 community agencies in five states (California, Iowa, Minnesota, Nebraska, and North Carolina) participated as well as 108 child care teachers, 263 FCC home providers, and 710 children.
This project is adapting an existing R&R model for use with Latino dual language learners (DLLs) who are 4 years old and enrolled in center-based programs in Miami-Dade County, Florida. Primary project activities include developing the bilingual assessment and intervention components of R&R for use with DLL children; providing professional development and ongoing support to teachers who implement the R&R-DLL system in their classrooms; and conducting a pilot study to evaluate the implementation and preliminary efficacy of the model.
The RTT-ELC TA Center will provide technical assistance support services to implement the RTT-ELC program. Services will include creating individualized technical assistance plans with each state grantee; planning and setting up conferences where RTT-ELC program grantees and members can discuss progress, challenges, and best practices; and providing web-based communities of practice.
FPG will collect data using our Snapshot tablet application during one day-long observation in fifty of the Winston-Salem Forsyth County School District’s pre-kindergarten and kindergarten classrooms. FPG will provide staff development for school and district personnel on the use of Snapshot data and other data for school improvement.
The purpose of this study was to develop and evaluate the R&R-language and literacy system for use by pre-k teachers. The specific aims included: (1) design, test, and revise the assessment component of the R&R-language and literacy system; (2) design, test, and revise the instruction/tiered intervention component of the R&R-language and literacy system; and (3) conduct a pilot study to evaluate the promise of the R&R-language and literacy system for improving classroom practices and child outcomes.
This project is developing and evaluating a Recognition & Response model to address the development of pre-k children’s mathematics skills in public school pre-k classrooms. Consistent with a Response to Intervention approach, the R&R system consists of recognition–universal screening and progress monitoring and response–foundational instruction and tiered interventions based on assessment results.
Reliability training on the Inclusive Classroom Profile was provided to support the San Francisco Unified School District (SFUSD) Early Education Department in building the capacity to assess inclusive classroom quality in early childhood programs for the purpose of guiding program improvements.
This project is studying BrightStars, Rhode Island’s quality rating and improvement system for early learning and child care programs, family child care homes, and school-age programs.
The Substance Abuse and Mental Health Services Administration (SAMHSA) created the Science and Service Awards as a way of recognizing community-based organizations and/or coalitions that successfully have implemented one or more recognized evidence-based interventions to benefit consumers and/or communities.
The Substance Abuse and Mental Health Services Administration (SAMHSA) created the Science and Service Awards as a way of recognizing community-based organizations and/or coalitions that successfully have implemented one or more recognized evidence-based interventions to benefit consumers and/or communities.
The San Diego County Office of Education is seeking support for the capacity development of their county office staff in best practices of implementation science to support implementation of improvement strategies within their differentiated system of support for local education agencies. The National Implementation Research Network will provide a hybrid model of onsite and virtual training, coaching, and consultation supports for identified San Diego County Office of Education staff comprising an implementation team.
The National Implementation Research Network (NIRN) will partner with the Dave Thomas Foundation for Adoption (DFTA) to build the capacity of DFTA staff to integrate implementation science into their technical assistance approach for Wendy's Wonderful Kids (WWK) scaling states to promote effective implementation of WWK and to integrate and sustain the model into adoption services so that intended outcomes can be achieved.
This study examined how selected youth, peer, family, and school factors serve as risk and protective factors for African American youth’s school competence during the transition to high school.
This project will provide support for a process to enhance the curriculum at Northampton Community College by incorporating evidence-based practices and content.
The Self-Regulation Skills for Success Study (SRSS) is an Institute of Education Sciences funded randomized controlled trial of the Incredible Years© child group treatment program with supplemental intervention supports including recess coaching, teacher consultation and training, and parent education meetings.
The SERP Institute has received funding to support an effective partnership among external researchers, consultants, and Oakland Unified School District leaders in service of a program of math and science improvement efforts in the school district. FPG supports the SERP agenda through partnership facilitation and consultation with school leaders.
This grant supports staff with early childhood expertise to assist the "Regional Resource Center for Region 3," in providing technical assistance on issues related to early intervention and early childhood special education.
