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 will examine the associations between distal and proximal influences, namely economic adversity and maladaptive parent-child interactions and relationships, and children’s immunological functioning in middle childhood. Both existing data from the Family Life Project and new data collection will be used to test the proposed hypotheses.
Margaret Burchinal, FPG statistician, will collaborate with Mathematica Policy Research on a contract with ACF to design a study to provide information about partnerships between Early Head Start programs and local child care programs.
This project will provide technical assistance to the NC Preschool Exceptional Children Program in the Office of Early Learning (OEL).
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.
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.
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.
This plan for this project includes the identification of a district teacher, who is an experienced TRI instructor, to assume the role of TRI specialist and trainer; the arrangement of training from the UNC TRI team for the specialist; and the establishment of procedures necessary to ensure fidelity of implementation in all schools.
In this NC Quest project, the School of Education, the College of Arts and Sciences, and Frank Porter Graham Child Development Institute at UNC-Chapel Hill will partner with Bertie County Schools to provide intensive literacy instruction professional development to kindergarten, first grade, and second grade teachers and their struggling readers at approximately 4 schools in one high-need local educational agency.
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.
This study will utilize data from an ongoing, epidemiologically-derived, prospective longitudinal study to test whether early indices of temperament predict the emergence of Attention Deficit/Hyperactivity Disorder (ADHD) in 1st grade.
This project involved multiple tasks including the provision of intensive, implementation-focused technical assistance to promote the scaling-up of evidence-based practices to improve child and family outcomes post-permanency, and a program evaluation to assess implementation fidelity and outcomes.
The purpose of the Early Childhood Outcomes (ECO) Center was to provide national leadership in the development and use of outcome information in early intervention and preschool special education programs. ECO was a collaborative effort of the Frank Porter Graham Child Development Institute, SRI International, the Research Triangle Institute, and the University of Connecticut.
This dissertation study aims to identify characteristics of kindergarten classroom and elementary school contexts that contribute to Head Start children's continued learning across the transition to school in order to inform policymaking related to this topic, both in the state of North Carolina and nationally.
This collaborative project will design and deliver a comprehensive professional development system of support for infant and toddler teachers, anchored in an online associate's degree program for English and Spanish-speaking professionals serving infants and toddlers.
This research examined the development of African American English (AAE) from childhood through adolescence and its potential impact on literacy acquisition and school achievement based on a unique, longitudinal database of 70 African American adolescents from low- and middle-income families.
This project will provide support for a process to enhance the curriculum at Terra Community College by incorporating evidence-based and competency-based practices and content. The work will include developing opportunities for coursework and practica with an emphasis on young children who are culturally, linguistically, and ability-diverse and their families.
The National Implementation Research Network (NIRN) will partner with The Pew Charitable Trusts (Pew) to build the capacity of Results First States to integrate implementation science into their evidence-based policymaking approaches.
In this project, we will examine teacher instructional strategies as a moderator of child grade entry skills in predicting literacy achievement at 2nd and 3rd grade. We will also examine how variations in the match between teacher instructional strategies and child grade entry skills are associated with children's engagement in the classroom and literacy achievement.
Over the past 20 years we have collected extensive data on the longitudinal development of African American English (AAE) during early childhood and adolescence. This project seeks to expand the original data collection on the sample of 68 participants who are now in young adulthood by conducting sociolinguistic interviews and collecting background data on these subjects.
The purpose of this project is to assist the State of Alaska Early Intervention/Infant Learning Program (ILP) to coordinate the final revisions and dissemination of its revised State of Alaska ILP regulations, State Policies and Procedures, forms, on site monitoring tools, and monitoring and database manuals, and a new request for proposals for local early intervention providers to ensure they comply with the new federal Part C regulations as well as Alaska state laws.
