College of Education and Human Ecology
Laura Justice, Professor; Executive Director of the Crane Center for Early Childhood Research and Policy (CCEC)
Ann O'Connell, Professor, Educational StudiesThe purpose of this training program is to help build the capacity of higher-education faculty, education researchers, and staff of local and state education agencies to effectively use evidence-based interventions to improve student and school outcomes. The program will train the participants in evaluation methods that are centered around the cycle of continuous improvement. Project Details
Helen Malone, ProfessorThis contract represents an ongoing partnership between OSU and the Franklin County Board of Developmental Disabilities. Two graduate students work at West Central School exploring different practices and preparing subsequent staff trainings that highlight how to implement practices that are effective in leading to vocational and community skill acquisition, generalization, and maintenance.
Dean Lillard, Professor, Consumer Sciences
Tzu-Jung Lin, Associate Professor, Department of Educational StudiesMore elementary schools nowadays provide students with laptops and Internet connectivity, but limited research on blended learning has been done at the elementary level. This project aims to iteratively develop and evaluate a seamless blended dialogic intervention where the attributes of both face-to-face and online discussions reinforce each other to promote elementary students’ interpersonal competencies and academic achievement. Project Details
Matthew Brock, Associate ProfessorFor most elementary students, recess is a favorite time of the school day that is full of rich opportunities to play and socialize with friends. For students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who qualify for their state’s alternate assessment), recess often looks very different. These students are typically on the periphery, rarely interacting or playing with their peers. Recess represents a missed opportunity for building social connections and developing social competence. FLIP (Focusing on Learning, Interaction, and Play at) Recess was developed to address these challenges by training and coaching peers in practical strategies for engaging and responding to students with severe disabilities. FLIP Recess has demonstrated feasibility of implementation in elementary schools, as well as promise for improving social interaction and appropriate play with peers for students with severe disabilities, but the efficacy of the intervention has not yet been tested in a large-scale study. Project Details
