Shannon Suldo
Associated IES Content
Grant
Facilitating Academic Success and Emotional Well-Being Among High School Students in Accelerated Curricula
The purpose of this project is to develop and test a prevention program to help high school students in AP and IB classes manage the stress inherent in this type of accelerated coursework. This project applies findings from a recently completed IES Exploration study, Intrapersonal Factors Associated with Academic Success among High School Students in Advanced Placement and International Baccalaureate (AP-IB) Programs. The number and diversity of high school students who take AP/IB classes is...
Federal funding program:
Award number:
R305A150543
Grant
Intrapersonal Factors Associated with Academic Success among High School Students in Advanced Placement and International Baccalaureate (AP-IB) Programs
The number of high school students enrolled in rigorous college preparatory programs such as Advanced Placement and International Baccalaureate (AP-IB) classes and programs is on the rise. These students are increasingly diverse in terms of ethnic and linguistic background, academic preparation, socioeconomic status, and experience with managing challenging academic coursework. In this study, the researchers will explore how, and for whom, malleable factors such as coping strategies, engag...
Federal funding program:
Award number:
R305A100911
Grant
Project MIDAS: Development of a Multi-Informant Decisional Assessment System
The purpose of this project is to develop and validate a multi-informant decisional assessment system (MIDAS) to integrate and use multiple sources of data for accurate and efficient identification of social-emotional and behavioral (SEB) concerns in middle school students. Universal screening for SEB concerns is promising to facilitate early identification and implementation of evidence-based interventions but schools are not able to integrate such information from different informants who ...
Federal funding program:
Award number:
R305A210019
Grant
Efficacy of a Selective Intervention to Improve Middle School Students' Subjective Well-Being
Adolescents with the best academic, social, and physical health outcomes have both low psychopathology andelevated subjective well-being (SWB). Psychological research and practice have focused on pathology. There are few interventions available to improve SWB. This project will evaluate the efficacy, fidelity, feasibility, acceptability of implementation and training, and cost-effectiveness of the Well-Being Promotion Program. This program is an innovative Tier-2 intervention for use by sc...
Federal funding program:
Award number:
R305A200035
FY2017
FY2017 Social and Behavioral Peer Review Panel
FY2016
FY2016 Social and Behavioral Peer Review Panel
FY2015
FY2015 Social and Behavioral Peer Review Panel
FY2014
FY2014 Social and Behavioral Peer Review Panel
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