Test Accommodations for Diverse Learners (Dr. Sara Bolt, in collaboration with Dr. Dawn Decker)
With recent advances in technology, students with disabilities may be able to access instruction and test content with greater ease than ever before. However, the availability and provision of accommodations that facilitate this access may vary across environments (e.g., instruction and testing environments, classroom-based and standardized testing environments, high school and college environments). Using survey methodology, we are exploring the experiences of college students with reading disabilities who use accommodations. The project will seek to identify any challenges associated with aligning accommodations for students with reading disabilities across different environments, as well as explore possible strategies for overcoming those challenges.
Educating Michigan’s students with Autism Spectrum Disorder: An Initial Exploration of Programming and Student Outcomes (Dr. Sara Bolt, in collaboration with Dr. Sharif Shakrani and Dr. Summer Ferreri)
We are conducting an investigation of the educational services provided to students with Autism Spectrum Disorder (ASD) in public schools in Michigan. We will review literature on effective strategies and programming for students with ASD, as well as collect information through surveys, interviews, and direction observations to better understand current practices in Michigan. This will be used to provide recommendations to policymakers about how to improve educational services to students with ASD in the future.
Concepts of Comprehension Assessment (COCA™) in Action (Dr. Sara Bolt, in collaboration with Dr. Nell Duke)
All too often tests are administered to students, but the information that is collected is not used to drive instructional changes that can lead to improved student outcomes. Recently, measurement experts have emphasized the need for investigations of the consequential validity of tests - does testing actually benefit students? In this experimental study, we seek to examine whether any instructional and student performance changes occur with multiple administrations of a recently developed test of early informational reading comprehension: the Concepts of Comprehension Assessment (COCA)™.
School Psychologists with Accommodation and Remediation Knowledge to Promote Literacy Everywhere (Project SPARKLE, Dr. Sara Bolt)
With recent changes in federal legislation, particularly the Individuals with Disabilities Education Act, there is a need for school professionals to be trained in assessing response-to-intervention and promoting access to the general curriculum among students with disabilities. This project is intended to train school psychologists to take leadership roles in these efforts, particularly as they relate to students with reading difficulties. Thirty graduate students in school psychology will be provided related training. This project is currently funded through the U.S. Department of Education, Office of Special Education Programs.
Center for Neurodevelopmental Study.
The Center for Neurodevelopment Study (CNS) is a multi-disciplinary laboratory at Michigan State University. The primary mission of CNS is to use state-of-the-art neuroimaging techniques to better understand the neural mechanisms that underlay childhood developmental disorders and giftedness. Current studies at the lab include work on social perception in children with autism spectrum disorders, response to feedback in children with ADHD, and mathematics giftedness.
Dr. Jodene Goldenring Fine is Associate Director of the Center. School Psychology doctoral students working with her gain valuable clinical experience in neuropsychological test administration and scoring, interviewing parents and children, and making research diagnoses. More advanced students can get involved in neuroimaging experiment design, data collection, analysis of MRI and FMRI data, and producing papers for dissemination of research findings.
Carlson, J. S., Brophy-Herb, H., Van Egeren, L., & Kirk, R. (2007). An interdisciplinary evaluation of Michigan's Child Care Expulsion Prevention Initiative ($375,000 over 3 years). Michigan Department of Community Health.
Preschoolers are three times as likely to be expelled when compared with students in grades K through 12 (Gilliam, 2005). Explanations for this higher expulsion rate appear to be linked to factors related to the preschool attended, the characteristics of the children in the class, the availability of and access to classroom-based consultation, and the teacher’s self-reported stress and depressive symptoms (Gilliam & Shahar, 2006). The need for mental health consultation within preschool settings is essential for the early identification and treatment of children’s challenging behaviors. Addressing these issues via a mental health promotion approach requires the need to enhance the social and emotional quality of child care settings and to assist parents and caregivers in their ability to promote positive behaviors across home, school, and community settings. Multiple systems need to be targeted by programs aimed at preventing preschool expulsion. These include system change at the child, family, staff, and program levels (Perry, 2005). Consistent with the evidence-based practice movement being seen within health care, mental health service delivery, and education, our proposed evaluation will provide (a) scientific evidence of the efficacy of the CCEP Initiative, (b) identify variation in program quality and link these variations to child, family, and child care outcomes, and (c) provide a replicable set of best practices that can be carried out in other program locations.
Carlson, J. S., & Kruer, J. (2006). Evidence-based practices with Head Start students at-risk for later behavioral problems: Using an evidenced-based parent training program ($50,000 over 2 year). Department of Health and Human Services.
We will examine the acceptability, integrity and effectiveness of the use of the Incredible Years Parent Training Program in a self-administered format to parents of children enrolled in a local Head Start program. Specifically, the study objectives are to investigate the use of the program on improving children’s behavioral functioning and parent interactions with their children within actual practice and bring research into practice in a university-community collaboration. Study participants will include 40 Head Start parents who rated their children as being significantly at-risk for behavioral problems. The participants will be randomly assigned to receive the intervention from within the agency or outside of the agency. Parents will complete the Devereux Early Childhood Assessment (DECA), the Parent Practices Interview, the Behavior Assessment System for Children-Monitor for ADHD, and the Global Change Form to measure children’s behaviors. Results of the study are expected to contribute to the current knowledge on effective treatment of at-risk children and the prevention of behavioral problems.
Carlson, J. S., Mayer, M., Baker, J. A., Oka, E., & Mariage T. (2003). Interdisciplinary leadership training in evidenced-based interventions and prevention programs for children exhibiting disruptive behaviors ($800,000 over 4 years). Office of Special Education and Rehabilitative Services, United States Department of Education.
This proposal seeks funds to develop an interdisciplinary training program that prepares 12 Michigan State University doctoral students from school psychology and special education-emotional impairment for leadership roles in the development, implementation, and evaluation of interventions and prevention programs for youth exhibiting disruptive behaviors within the school setting. A multidisciplinary faculty, numerous parent organizations, state department personnel, representatives from a number of local education and community agencies and nationally renowned experts in evidence-based treatments have contributed to the development of this project and are committed to the successful completion of this innovative, comprehensive, and multifaceted training curriculum.
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The Implementation and Transportability of an Evidence-Based Social, Emotional and Problem-Solving Intervention(Dr. Evelyn Oka)
This research examines the implementation process in transporting evidence-based interventions (EBIs) into community settings and how they are adapted to be meaningful in authentic contexts. The focus of my work is the transportability of an evidence-based intervention, the Incredible Years, Dina Dinosaur Curriculum (Webster-Stratton & Reid, 2004) in preschool and Kindergarten classrooms. This intervention is designed to promote social-emotional competence and problem solving in young children. We are documenting the challenges and strategies involved in implementing an EBI and studying how cultural adaptations affect implementation integrity and acceptability. This work is supported by an MSU College of Education Seed Grant.
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Interdisciplinary Leadership Training in the Transportability of Evidence-Based Interventions to Diverse Populations: Addressing Behavioral Problems in Early Childhood. (Co-PI with Dr. John Carlson and Dr. Summer Ferreri).
This project prepares doctoral level school psychologists and special educators for leadership roles in the implementation and culturally valid use of evidence-based interventions (EBIs) with diverse populations in early childhood. My work on this project focuses on the development and evaluation of students’ knowledge and skills in the culturally valid use of EBIs with diverse populations. This project involves an innovative collaboration designed to develop cultural competence through the creation of online communities of school psychology students across the country. This project is funded by a Leadership Training Grant from the United States Department of Education, Office of Special Education and Rehabilitation Services, 2007-2011.
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Parent-Child Interactions and the Development of Self-Regulation
(Dr. Evelyn Oka)
This study investigates how parents foster the development of self-regulation in the context of parent-child interactions in joint problem-solving. We are analyzing the video-taped interactions of mothers and children in as they solve well- and ill-structured tasks. We use self-determination theory (Deci & Ryan, 1985) to examine ways in which parents support and promote their children’s autonomy, relatedness, and competence.
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National Association of School Psychologists 2010
- Associations between parenting stress and protective factors in Head Start
- A closer look at the inclusion of students with autism
- The effects of SRSD and STIS on writing and self-talk
- Evidence-based practices, parent satisfaction and children with ASD
- Examining characteristics that promote resiliency in Head Start
- Examining training standards criteria within school psychologist position openings
- Exploring informational writing development of elementary students
- Exploring Reactive Attachment Disorder: Assessment, treatment, and educational implications
- Math anxiety in elementary school children
- RAN performance as a predictor of reading fluency and comprehension
- Read to SUCCEED: A method for after-school literacy interventions
- Social skills interventions for Aspergers Disorder: Where is the evidence?
- Strategies to develop empathy and cultural competence with diverse populations
- Student interests and motivations related to reading performance
- Treatment integrity and adapting evidence- based interventions: A balancing act
- Ugandan schoolchildren with HIV/AIDS: Linking care-giving to school performance
National Association of School Psychologists 2009
- Addressing homework completion through home and school interventions
- Agreement between parent and teacher reports of ADHD symptoms
- Assessing students with disabilities: Cognitive load theory to item modifications
- Concepts of comprehension assessment: Measuring early comprehension of informational text
- Countering childhood obesity in schools: What can be done?
- Developing cultural competence across the country: Collaborations through technology
- Enhancing the cultural validity of a social skills preschool intervention
- An examination of factors related to accommodation use
- Examining DECA scores in urban and rural Head Start populations
- Factors related to reading achievement trajectories of students with disabilities
- Gaining access to curricular material through universal design for learning
- Gifted students: How can we best serve them?
- Identifying change: Holding Blueprint III accountable
- Implementing an integrated three-tier model: Process and outcomes
- The influence of hyperactivity and inattention on childhood injury
- The relationship between resiliency factors in relation to behavioral concern
- Response-contingent reinforcement: Increasing eye contact in a preschooler with Autism
- The role of naming speed in reading fluency and ADHD
- Test anxiety associated with high-stakes testing: Prevalence and predictors
- Test anxiety in a high-stakes context: An action plan
National Association of School Psychologists 2008
Location: New Orleans
- Cultural adaptations of evidence-based practices in real-world settings
- Effective communication of treatment data using school-based behavioral consultation
- Examining the acceptability of the Incredible Years Parent Training Program
- Examining the factor structure of the DECA in Head Start
- Examining parental beliefs of Attention Deficit Hyperactivity Disorder and treatment
- How does integrity impact the self-administered Incredible Years Program’s effectiveness?
- Literature circles: Social and leadership development among at-risk students
- Parent training for students at-risk for later behavior problems
- Puppets and preschoolers: Implementation and evaluation of a socioemotional intervention
- Reactive Attachment Disorder: Differential diagnosis and implications for school psychologists
- A review of Girls on the Run: Does it work?
- Teaching strategies which impact reading comprehension in children with autism
- Using CBE and measuring reading attitudes and motivation in elementary students
- Using oral reading fluency to predict long-term statewide assessment performance
National Association of School Psychologists 2007
Location: New York
- What every school psychologist should know about stimulant medication
- Cultural considerations and issues in the treatment of ADHD
- Measured Changes in Student Reading Performance and Teachers’ Perceptions
- Cognitive-behavioral and SSRI Treatment Efficacy for Childhood Social Anxiety
- Patterns of behavioral risk and protective factors in at-risk preschoolers
- Treatment integrity and evidence-based interventions: What happens under real-life conditions?
- Merging Theory and Practice: Using the DECA in Head Start
- Externalizing students' developmental strengths and their effect on teacher relationships
- Unintentional injury in children with disruptive behavior disorders
- The development of students' social competence in an inclusive preschool
- The alignment of accommodations across high school and college
- School-Church Partnerships: Support and Cultural Continuity for Urban Children
- Implementing an evidence-based teacher training approach with at-risk preschoolers
- Pre-service teachers’ perceptions of expert vs. choice consultation
- Teacher Self-efficacy concerning students with and without learning disabilities
- Effectiveness of stimulant medication: A retrospective report by college students
- Future Teachers' Attitudes and Anticipated Behaviors Toward Sexual Minority Youth
- The Alignment of Accommodations across Instruction and Testing Environmen
American Psychological Association 2006
Location: New Orleans
- Teacher interactions that promote adjustment of children with behavior problems
- Investigation of the Value Added to Student Reading Outcomes From Curriculum-Based Evaluation
- Teacher-Child Interpersonal Processes and Young Children’s Development
- Reading grades and reading performance: How closely aligned are they?
- Teacher Training Programs for Children Exhibiting Externalizing Behavior
- The Impact of Teacher Beliefs on Student and Teacher Outcomes
- Selective Mutism in Educational Settings: Presentation, Impairment, and Treatment
Annual Conference at the Real Families, Real Facts: Research Symposium on LGBT-headed Families
Annual meeting of the International Test Commission
Location: Brussels, Belgium
- Examining the item-level performance of English Language Learners receiving accommodations
Location: Washington DC
- Social and Linguistic Influences on Language Development in a High-Risk African American Sample From 1 Month to 10 Years
Location: Washington DC
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