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 will provide training, coaching, and consultation supports in the use of implementation science methods and tools from common implementation frameworks utilized in K-12 education to support a cohort of provider-local education agency partnerships focused on implementing coherent instructional systems (CIS) built around high-quality middle-years mathematics curricula in contexts that serve secondary students who are experiencing poverty, Black, Latino, and/or English Learning designated.
This is a collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) 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 districts.
This study utilizes three large-scale early childhood education datasets (NCEDL, SWEEP and LAExCELS) to explore how children’s engagement, measured by moment-to-moment time sampling, varies within classrooms and explores if variation in levels and quality of child engagement and activity type/setting is associated with children’s outcomes.
The National Center on Parent, Family, and Community Engagement (NCPFCE) funded by the Administration for Children and Families, Office of Head Start in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children's school readiness, including transition to kindergarten.
The National Clearinghouse on Autism Evidence and Practice (NCAEP) is conducting a systematic review of the current intervention literature targeting individuals on the autism spectrum. NCAEP is a continuation of the evidence review that was completed by the National Professional Development Center on Autism Spectrum Disorder.
This project consists of planning and implementing an evaluation of The Educare Learning Network, a consortium of programs nationwide providing high quality learning environments for at-risk children from birth to 5 years. The evaluation will document the features of Educare and how implementation of the model contributes to program quality and links to child and family outcomes.
The mission of the National Implementation Research Network is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.
The overall goal of this project is to improve services, program management, and child outcomes for preschool children in the Exceptional Children Program in all Local Education Agencies across North Carolina through the development of a statewide system of professional development and support. Activities provide support for local coordinators and staff who serve preschool exceptional children through training, technical assistance, follow up, networking, and opportunities for collaboration.
The NCIC-TP project is a collaborative effort to help counties in NC successfully and sustainably implement the Triple P system of interventions. The project began in 2014 with a two year implementation evaluation of Triple P. Data from that evaluation, along with emerging evidence from implementation science and best practice, is the foundation of the information, learning, and implementation support resources offered by NCIC-TP to NC counties interested in or currently scaling-up Triple P.
The JOIN for ME program is a pediatric weight management intervention that can be delivered in community settings, with potential for national dissemination. We will package the JOIN for ME program to increase acceptability and feasibility for delivery in low-income communities and test implementation in two novel settings: the housing authority and the patient-centered medical home. The revised JOIN for ME package will be tested in a rigorous implementation study.
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 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 Frank Porter Graham Program on Mindfulness and Self-Compassion for Families is a suite of programs related to self-compassion in families and schools. Our mission is to bring specialized self-compassion training to teens, pre-teens, children, parents, educators, and all adults who traverse the lives of youth, with the ultimate goal of creating a community embued with greater compassion for ourselves and others.
The RI-Asthma Integrated Response (RI-AIR) Asthma Care Implementation Program (ACIP) is a comprehensive system of identification, screening, and intervention for pediatric asthma. We aim to demonstrate that RI-AIR ACIP is a replicable, evidence-based, and cost-saving model that improves asthma outcomes for children at most risk, and can be disseminated to other urban communities to address asthma disparities.
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.
Effective implementation capacity is essential to improving education. The SISEP Center supports education systems in creating implementation capacity for evidence‐based practices benefiting students with disabilities. Project funding is by the Office of Special Education Programs.
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.
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.
Early childhood educators (ECE) work with young children with disabilities as well as children from diverse backgrounds to support learning and development. It is critical for ECEs to be adequately prepared to serve children who are linguistically, culturally, and ability-diverse. The purpose of this project is to work with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to work with children with disabilities and children from diverse backgrounds.
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.
The ECTA Center will assist the CDC's EHDI team with (1) identifying some best practices/models with Part C programs at the state and national levels to better address issues of documenting that infants with hearing loss are receiving ED services, (2) measuring progress, (3) assessing outcomes, and (4) meeting national benchmarks.
The current study will be the first to examine the influence of early toxic stress, including the distal effects of living in poverty as well as the proximal factors of negative parenting and household chaos, on the development of gut microbiome diversity and maturity across 15, 24, 26, and 54 months.
The Impact Center at FPG's Implementation Capacity for Triple P (ICTP) projects are currently supporting the scale-up and expansion of Triple P System of Interventions in North and South Carolina.
This project will use secondary data analysis of two longitudinal datasets to test if childcare provider language prospectively predicts child executive functions (EFs) directly or indirectly through child language. We will also examine if different ways of measuring preschool teacher language quality are differentially predictive of child language and subsequent EFs.
The purpose of this project is to evaluate the effectiveness of an early reading professional development program, the Targeted Reading Intervention (TRI), on young English learners' reading achievement.
The Trohanis Technical Assistance Projects group is dedicated to improving the availability and quality of services, and ensuring optimal outcomes, for very young children with, or at risk for, disabilities and their families. We assist states and local agencies that provide early intervention and early childhood special education.
The goal of this project is to validate the Early Communication Indicator for Autism Spectrum Disorder (ECI-ASD) using a robust and representative multi-site sample of well-characterized children with autism spectrum disorder to determine the psychometric features of this instrument and its ability to detect change over time.
This project includes a prospective clinical study that focuses on client health outcomes, social determinants of health, and preferences for Whole Person Integrated Care (WPIC) as well as an evaluation of WPIC program implementation to identify potential cost-savings for the WPIC approach.
