Grant Awards

Brian Focht, Professor, Kinesiology

The current study aims to determine if the Congenital Heart Disease Physical Activity Lifestyle (CHD-PAL) intervention increases time spent in moderate-to-vigorous physical activity as compared to an attention control condition among teens (ages 15-18) and young adults (ages 19-25) with moderate or complex forms of congenital heart disease. Additionally, the current study will examine durability of intervention effects and explore changes on biomarkers of cardiovascular health in this population.

Hadley Bachman, Family Engagement Research Manager, CETE

The Ohio Department of Education’s State Personnel Development Grant project provides resources and professional development for improving early language and literacy outcomes for all students, including those with disabilities, English learners, and other at-risk learners. With this project, and in close coordination and integration with Ohio’s State Systemic Improvement Plan, the Ohio Department of Education and state partners will develop and implement a statewide capacity-building model to embed multi-tiered systems of support and transition planning as integral components of districtwide continuous improvement. Collectively, these efforts will build capacity at the state, regional, district, and building levels to support language and literacy learning for all students.

Kelly Purtell, Associate Professor, Human Sciences

Fostering children’s social and behavioral skills in the early childhood years has the potential to create long-term benefits for individuals and society at large. Understanding how early educational settings help to promote them is still unclear. This study will use three large, national datasets to examine how preschool and kindergarten environments, and the alignment across them, shape young children’s social and behavioral development.

Rebecca Dore, Senior Research Program Director, The Crane Center for Early Childhood Research and Policy (CCEC)

This study will follow children from age 3 to 5 and examine their media use and language skills. Beyond how much media children use overall, data collection will include information about how much children use media with adults, how much children use interactive (apps/games) vs. noninteractive (TV/video) media, and how much children use educational media. These factors may influence the impact of media use on language development. A wide range of data sources will be used to capture a nuanced view of children’s media use. Further, information will be collected about a host of covariates that are likely to be linked to both media use and language development. This will allow for the identification of the unique relation between media use and children’s language development during this crucial time frame.