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 project provided one of two interventions designed to promote children's early literacy development for the National Even Start Classroom Literacy Interventions and Outcomes study.
The Partners in Research Project conducted a Forum to help bridge the "research to policy gap" in order to improve the lives of North Carolina's youngest children. The Forum provided a strategic and systematic way for early childhood partners in North Carolina to come together to share ideas and collaborate on research.
The National Implementation Research Network is partnering with the Montana Department of Public Health and Human Services to integrate principles and frameworks of implementation science into their ongoing technical assistance, strategic support, and evaluation and monitoring of 23 local communities implementing evidence-based home visiting models with state and federal funds.
The National Implementation Research Network (NIRN) is partnering with Casey Family Programs (CFP) to integrate principles and frameworks of implementation science into their ongoing technical assistance and strategic support of jurisdictions to achieve better outcomes for children and families.
The National Implementation Research Network will partner with the Division of Child Welfare to develop a process and pilot to bring predictive analytics as a practice model to address reentry of children/youth to foster care. The desired outcome of these efforts is to reduce the number of children/youth requiring subsequent child welfare involvement and/or reentry into foster care.
The Colorado Department of Human Services, Division of Child Welfare has partnered with the University of North Carolina at Chapel Hill’s National Implementation Resource Network, Casey Family Programs, and Eckerd to develop and pilot a predictive analytics plus coaching practice model to address reentry of children/youth to foster care.
This project supported the Komen NC Triangle affiliate funding priority of breast cancer education, screening services, and continuum of care among women with disabilities (WWD), an under-served population.
Frank Porter Graham Child Development Institute will conduct a rigorous evaluation of Pennsylvania's state-funded pre-k program Pre-K Counts to determine whether the program is achieving its goal of building the necessary skills and competencies that enable three- and four-year-olds in Pennsylvania to be kindergarten-ready.
The North Carolina Office on Disability and Health is partnering with the National Center on Physical Activity and Disability to support activities related to the Centers for Disease Control and Prevention, Physical Activity for People with Disabilities Information Resource Center.
Four postdoctoral fellows will receive training in two research areas: intervention programs for children and youth with Autism Spectrum Disorder (ASD), and Response to Intervention (RTI) for children with special educational needs. The primary focus of the training program will be on the development and evaluation of intervention research.
This postdoctoral research program will provide postdoctoral fellows with extensive research training in special education with a focus on the knowledge and skills needed to evaluate the efficacy of interventions and instructional practices for students with autism spectrum disorder (ASD). The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct high-quality special education research related to children and youth with ASD.
The research training fellowship plan includes 6 components: an individualized research plan, postdoctoral seminar on research methodology, statistical and research design coursework as appropriate, research apprenticeship with 2 or more research grants, research internship with FPG Data Management and Analysis Core, and specialized research training off site.
This study compares the developmental trajectories of pragmatic skills, the use of language in social contexts, among girls and boys with fragile X syndrome (FXS), Down syndrome (DS), and typical development (TD) and boys with autism spectrum disorder only (ASD-O) to determine whether individual differences in conversational discourse and narrative skills relate to FXS specifically or to either mental retardation (MR) or autism in general.
The purpose of this work is to develop a comprehensive and effective PreK Monitoring System for the Integrated Support for Learning, PK-8 Division at the Vermont Agency of Education. This new monitoring system will build upon existing monitoring systems and procedures to assess the quality of the state’s early learning and development programs. It will go beyond current systems to focus on all the components of a quality prekindergarten education program across the many types of settings in which prekindergarten education is offered in Vermont.
The primary project goal is to prepare working professionals from diverse backgrounds to become interdisciplinary, collaborative leaders in early childhood special education implementing culturally responsive and evidence-based practices for facilitating the successful inclusion of young children with disabilities and their families in high need schools and community based programs.
The primary purposes of the project are to a) design and conduct a descriptive survey study the provides information about preschool special education programs and practices; b) conduct an evidence review of efficacious practices appropriate for preschool children with disabilities enrolled in special education programs; and c) design an impact evaluation study of practices that promote language, literacy, and socio-emotional skills for preschool children with disabilities.
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.
