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 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.
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).
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 current project is designed to improve outcomes of juvenile justice youth who have been incarcerated or under community supervision. The Impact Center at Frank Porter Graham Child Development Institute will provide implementation science and active implementation support training and technical assistance for local juvenile justice jurisdictions to improve their outcomes for youth in confinement and under community supervision.
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 Children's Trust of South Carolina is planning to scale-up the Triple P – Positive Parenting Program system of interventions in several South Carolina communities. FPG's Implementation Capacity for Triple P (ICTP) project team, already working to support a similar statewide Triple P initiative in North Carolina, is providing active implementation support and implementation science guidance to help the South Carolina Triple P project become successful and sustainable.
Southeast Raleigh Promise (SER) seeks to answer the question: “What does it take to improve quality of early childhood programming and workforce in their participating child care centers?” The National Implementation Research Network (NIRN) within Frank Porter Graham Child Development Institute will conduct an implementation study to answer this question and provide consultation supports in the use of the data collected for continuous improvement purposes.
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.
The North Carolina Division of Child Development and Early Education is funding a statewide Birth-5 Needs Assessment as part of an initial federal requirement of the Preschool Development Grant. The B-5 NA will be used in developing a statewide strategic plan to strengthen the early childhood system.
This project's purpose is to develop and enhance the knowledge on the practices and supports necessary to improve access and participation within STEM learning opportunities for young children with disabilities.
While there are many benefits to regular engagement in physical activity, individuals with autism spectrum disorder (ASD) with intellectual disability (ID) often do not engage in healthy levels of
physical activity. This study will examine the impact of using self-management components to increase physical activity for adults with ASD and ID as well as its feasibility in home settings.
The National Implementation Research Network (NIRN) is building the knowledge and capacity of the Annie E. Casey Foundation to use the best of implementation science and related tools and resources to address implementation challenges and support quality implementation of programs, practices, and policies. A major aspect of this work is to amplify and advance equitable implementation in research and practice to achieve better results for children, families, and communities.
This project involves a systematic review of literature on evidence-based teaching practices in the K-12 education system in the United States to (1) identify practices that have demonstrated success in academic achievement for diverse students, (2) examine whether these successful teaching practices have been adopted and implemented, and (3) identify system conditions needed to adopt. The literature review will result in an open-access publication to inform the field.
Given the importance of basic memory skills for success in school, it is essential that we understand the development of a range of component skills that (1) affect the acquisition of knowledge and strategy use, (2) emerge in the context of the classroom, (3) are transformed over time into the study skills that are needed for progress in school, and (4) are related to measures of academic achievement.
The FPG Autism Team will provide virtual professional development training on the Autism Program Environment Rating Scale (APERS) for nine participants who are team members of Guilford County Schools. Additionally, the team will provide training on the National Professional Development (NPDC) model.
Beginning June 2022 through September 30, 2022, the FPG Autism Team, led by Dr. Ann Sam, will provide virtual professional development training on the Autism Program Environment Rating Scale (APERS). The training will be for nine participants who are team members of Guilford County Schools (GCS). The project will include training on the FPG version of the APERS (note Brookes Publishing will publish the full updated APERS in 2022 for purchase). Training consists of virtual didactic training (8 hours), APERS practice conducted in schools by participants, interview and feedback review by trainers, virtual consensus scoring, virtual debrief and professional development planning, and virtual follow-up.
The National Implementation Research Network (NIRN) will support effective and quality implementation of the New Jersey Department of Children and Families' Family Success Centers' (FSC) Practice Profile across their network of providers.
This collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) aims 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 Systems.
The purpose of this project is to develop the Supporting paraprofessionals-Teachers use of Evidence-based practices with Learners having Autism (STELA) program, a professional development intervention targeting the knowledge and skills that paraprofessionals need to implement evidence-based practices for students with autism spectrum disorder.
This project will provide support for a process to enhance the curriculum at Tacoma Community College by incorporating evidence-based practices and content. The work will include developing opportunities for coursework and practica with an emphasis on young children with disabilities and their families.
The School of Education at the University of North Carolina at Chapel Hill aims to provide an interdisciplinary graduate program of study for Birth–Kindergarten professionals who will be highly qualified to teach young children with and without disabilities with a specialization in working with immigrant children and families experiencing poverty.
This study examines teachers' emotional responses to children's classroom behaviors, focusing on two issues: (1) whether their responses are affected by the race of the child and (2) whether approaches to support teachers in regulating their emotions might reduce the association between teachers' emotions and punitive or negative discipline practices.
This short-term exploratory study will seek to systematically gather input from stakeholders with expertise in technical assistance to develop a compilation of technical assistance strategies used to support the use of research evidence in child welfare, as well as definitions of these strategies. The study will categorize technical assistance strategies that include stakeholder involvement and assess which strategies under what conditions facilitated research use.
