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 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.
The purpose of this project was to examine the effectiveness of the Targeted Reading Intervention professional development program in helping rural kindergarten and first-grade classroom teachers in low-wealth schools implement evidence-based, individualized reading instruction for the children in their classrooms who are struggling in learning how to read.
TACSEI worked to identify, disseminate, and promote the implementation of evidence-based practices in order to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities.
This validation study of North Carolina's tiered quality rating and improvement system (TQRIS) included two phases. Phase I involved collection of data to inform the development of alternative TQRIS models. Phase II involved the conduct of classroom observations, director interviews, surveys of teachers, and child assessments to examine whether the test model developed in Phase I is related to program and classroom quality and to child outcomes. Findings will inform possible revisions to NC's TQRIS.
The goal of this project is to expand implementation capacity in the staff group of the NW Regional Comprehensive Center. This goal will be accomplished by presentations of current knowledge regarding implementation best practices, science, and policy; practice-based mentoring and coaching regarding the use of implementation principles as applied to current and ongoing work of the NW RCC; and assessments of implementation skills and outcomes at RCC, SEA, and LEA levels.
This project tests the efficacy of an innovative group-based model of intervention for Toddlers and Families Together to target the early core features of ASD with the goal of improving maternal health and child developmental outcomes. Specific aims include examining the effects of TAFT on caregiver outcomes of stress, coping, support and interaction style; examining the effects of TAFT on children's engagement, behavior regulation, joint attention and play; and examining caregiver and child characteristics affecting optimal treatment outcomes.
This grant provided support for an Administrative Core and four research cores: Behavioral Measurement Core, Data Management and Statistical Analysis Core, Developmental Neuroimaging Core, and Subject Registry Core. These four research cores provide cutting-edge, high-quality, and cost-effective support for this integrated, multidisciplinary program of MRDD research.
The goal of the URC-CONNECT project is to examine if a clinical evidence-based instructional approach used in teacher education affects teachers’ practice in the classrooms and children’s learning. The project is working with School of Education faculty at UNC-CH to pilot CONNECT Module 6: Dialogic Reading Practices in an undergraduate course with pre-service learners.
We are partnering with MDRC to conduct a quality study that will address important early childhood education (ECE) research and policy by addressing questions about which aspects of ECE quality have the largest impacts on child outcomes and the extent to which those aspects of ECE quality can be improved through intervention.
Through the Vermont FirstSchool Partnership, FirstSchool staff at the University of North Carolina at Chapel Hill will help educators in Vermont make substantial gains in understanding and implementing the content and process of the FirstSchool approach to transforming PreK-3rd grade.
This research project evaluated the effects of a social skills training package comprised of group teaching strategies, applied behavior analysis, and video-based instruction delivered to adolescents with autism.
Working with Washington DSHS ITEIP on activities to improve its accountability structure, ensure consistency statewide with the provision of early intervention services and implement of evidence-based practices to successfully achieve child and family outcomes under Part C of IDEA.
The purpose of this project was to provide consultation to Wake County Smart Start to develop a plan for a county-wide service integration of home-based services for young children and their families.
Walking the Walk was a 3-year project that worked to improve recruitment, preparation, and support of culturally and linguistically diverse workforce serving young children and their families in North Carolina.
This grant supports a staff person with early childhood expertise to assist the "Regional Resource Center for Region 6," the Western Regional Resource Center, in providing technical assistance on issues related to early intervention and early childhood special education.
