Florida International University
Associated IES Content
Grant
Effects of Mental Health Interventions Delivered in Schools: A Meta-analysis
The purpose of this project is to conduct a comprehensive synthesis of studies that test mental health interventions in schools. At least 20% of school-aged students in the U.S. experience significant mental health challenges involving social, emotional, or behavioral problems. More of these students receive mental health interventions in schools than in mental health clinics, hospitals, or any other setting. Yet, most of the evidence on effects of these interventions comes from non-school s...
Federal funding program:
Award number:
R324A240146
Grant
Interventions for English Language Learners At-Risk for ADHD
The purpose of this study it to examine the efficacy of language, behavior, or a combination of language and behavioral interventions for students classified as English language learners (ELLs) who are also at-risk for ADHD. Although there is substantial support for language development and reading interventions to aid young children in the acquisition of language skills, there is a significant lack of research addressing interventions for ELLs with disabilities of any type, particularly for...
Federal funding program:
Award number:
R324A210221
Grant
Enhancing IEPs of Children with ADHD Using Daily Report Cards: An Efficacy Trial
The purpose of this project is to test the efficacy of using a Daily Report Card (DRC) intervention as an enhancement to the individualized education program (IEP) for students with attention-deficit hyperactivity disorder (ADHD). Children with ADHD are at risk for negative academic and social outcomes due to difficulties with attention, impulse control, and activity modulation. Because of these problems, effective interventions aimed at improving academic performance and social/behavioral o...
Federal funding program:
Award number:
R324A190239
Grant
Developing a Peer to Peer Behavioral Intervention for High School Students with ADHD
In this study, researchers developed and tested school-based procedures to provide behavioral intervention for ninth grade students with attention deficit/hyperactivity disorder (ADHD) or similar symptoms that interfere with success in school. About 5 to 10 percent of high school students have ADHD or related symptoms that cause organization and time management problems that often lead to course failure and dropout. These academic problems can further compound risk for deviant behaviors such...
Federal funding program:
Award number:
R305A150433
Grant
Development of a Kindergarten Transitional Program for Preschool Students Identified as Being at High Risk for Behavioral Disorders
Research has highlighted the strong association between school readiness and successful school outcomes for children who are at risk for behavioral disorders. Children's early externalizing behavior problems, including aggression, defiance, inattention, hyperactivity, and impulsivity, have significant implications for children's school readiness and subsequent transitions into the early school years. In addition, children's self-regulation skills (ability to control behavior, attention, and ...
Federal funding program:
Award number:
R324A120136
Grant
A Summer Preparatory Program for Middle and High School Students with ADHD
Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) are at high risk for academic failure and school dropout. Middle and high school students with ADHD experience substantially more academic impairment than their peers, with an estimated one-third of students with ADHD ultimately dropping out of high school. Core symptoms of ADHD include disorganization and inattention, which make learning and retaining academic information difficult. Research has shown that students with ADHD h...
Federal funding program:
Award number:
R324A120169
Grant
Examining the Executive Function-Stress Loop and its Association with Student Outcomes: Implications for Middle Schoolers with or At Risk for Emotional and Behavioral Disorders
The Principal Investigator (PI) will conduct a program of research focused on improving the social, emotional, and academic outcomes of students with or at risk for emotional and behavioral disorders (EBD). In addition, the PI will participate in mentoring and training activities to develop knowledge and skills related to longitudinal research designs, the assessment of executive functions (EFs) and classroom quality, and grant writing. Understanding mechanisms through which behavior and aca...
Federal funding program:
Award number:
R324B190030
Grant
Adaptive Response to Intervention (RTI) for Students with ADHD
The purpose of this project is to investigate the efficacy of adaptive, evidence-based classroom interventions (i.e., Tier 1 and Tier 2 interventions delivered through a Response to Intervention (RTI) framework) for children with attention-deficit/hyperactivity disorder (ADHD). The research team will experimentally evaluate the efficacy of well-developed and evidence-based behavioral interventions within a problem-solving framework such as RTI. The findings from this project will significant...
Federal funding program:
Award number:
R305A170523
Grant
Adaptive Treatments for Children with ADHD
The purpose of this study is to investigate the efficacy of two forms of ADHD treatment: medication and behavioral intervention. Unlike previous research, this study proposes to examine the effect of sequential implementation of the two forms of ADHD treatment on students unresponsive to the primary intervention. By using sequential implementation of either medication followed by behavioral intervention or behavioral intervention followed by medication, students with ADHD will receive the ...
Federal funding program:
Award number:
R324B060047
Grant
Postdoctoral Training in Intervention Research for Children with Disruptive Behavior Disorders
This postdoctoral program trained three postdoctoral fellows on contemporary intervention research design and evaluation with a focus on behavior disorders.
Federal funding program:
Award number:
R324B090010
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