Research & Projects

Research at ECS focuses on the development and implementation of practices that result in positive, durable and scientifically substantiated change in the lives of individuals with disabilities and their families.  Federal and state funded projects support research, teaching, dissemination and technical assistance activities.  Research groups affiliated with ECS currently focus on positive behavior support, inclusive schools, educational equity, transition, and early intervention.

 

DATA REQUESTS

As a research unit housing the OSEP Technical Assistance Center on PBIS, Educational and Community Supports maintains datasets that can be made available for limited use by external users under specific purposes.  Such use requires approval from the Institutional Review Board (IRB) of the researcher’s institution and agreement to follow conditions of the IRB protocols maintained by ECS.  ECS developed and currently maintains data from the following PBISApps applications:  School-wide Information Systems (SWIS), Check-In/Check-Out (CICO-SWIS), Individual Student Information System (ISIS-SWIS), PBIS Assessment, and PBIS Evaluation.  The following documents describe the process for requesting collaboration in the use of datasets:

Data Request Policy Statement

Data User Registration Form

Data User Request Form

Data Dictionary

 

 

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) WORKGROUP

The PBIS Workgroup manages projects focused on research regarding the adoption, implementation, sustainability, and outcomes of school-wide PBIS.  PBIS is a systems-level approach for implementing evidence-based practices in schools to improve school climate and promote positive academic and social-emotional outcomes.  PBIS is currently being implemented in over 25,000 schools across 50 U.S. states and 20 countries.  Research and evaluation results suggest that implementation of PBIS is:

  • Practical and feasible
  • Associated with reductions in problem behavior and exclusionary discipline
  • Associated with increased emotional-regulation
  • Associated with improved academic achievement

Current projects associated with the PBIS Workgroup include:

  • Active technical assistance to states, regions, and districts through the TA Center on PBIS, funded by the Office of Special Education Programs (OSEP) and the Office of Safe and Healthy Students
  • Development and testing of an intervention approach to achieve equity in school discipline
  • Development and testing of an intervention approach to increase self-regulation and school completion in high schools
  • Development and testing of instructional alternatives to suspension
  • Technical assistance to state education agencies, in association with the OSEP TA Center on State Implementation and Scaling-up of Evidence-based Practices (SISEP)

Active funded projects:

  • OSEP Technical Assistance Center on PBIS (OSEP, H326S13004)
  • Project ReACT:  Neutralizing the Effects of Implicit Bias on Racial Disproportionality in School Discipline (IES, R324A170034)

Associated websites:

Center on PBIS

 

 

SECONDARY TRANSITION WORK GROUP

The secondary transition work group focuses on projects – development and research – related to secondary and early post-secondary aged students.  These projects in the past have focused on implementation of high school PBIS, improving the development of IEP to reflect transition services and goals, and increasing access to postsecondary skills training programs.

Currently we have two projects.  One is focused on increasing the retention and success of freshmen in high school.  This project, Freshmen Success (IES, R305A150010-16) has three primary components — use of a freshmen leadership team, implementation of a student engagement focused curriculum, and use of upper classmen to emphasize critical skills and knowledge.  The second is focused on increasing the effectiveness and efficiency of Check-In/Check-Out in secondary schools.  This project, Adaptation of an Effective Tier II Behavior Intervention for Students in Secondary Schools (IES, R305A180015) will adapt the Check-In/Check-Out intervention to adjust to the context of high schools and the developmental level of the students, especially in high school.  This will include the replacement of the Daily Progress Report with a mobile app and an expansion of the student training to increase their self-regulation skills.

The team also works closely with the PBIS Technical Assistance Center on SWPBIS (OSEP, R326S13004).  We play a major role in the High School Workgroup that focuses on establishing demonstration sites at the high school level and disseminating information to increase usability and implementation of SWPBIS in high schools.

Staff Include:

Previous Projects:

  • Systematic Analysis and Model Development for High School Positive Behavior Support (IES, R324A070157)
  • Building Effective and Meaningful Individualized Education Projects for Secondary Aged Students (IES, R324B70039)
  • High School Positive Behavior Support: Increasing Success for All Students (OSEP, H324D020031)
  • Earning for a Lifetime (RSA, H235M010108)
  • Learning for a Lifetime (OSEP)
  • Consumer Planning Partnership Project (RSA, H235W970172-98)

 

MTSS Multi-Tiered Supports Systems Workgroup

The MTSS workgroup focuses on development, research, and dissemination projects with the goal of learning more about favorable conditions for implementing and sustaining MTSS in K-12 settings.  Our workgroup currently has three IES funded grants that fall under the MTSS framework, and one subaward from the Oregon Department of Education to support MTSS implementation in elementary settings.  We are researching effective interventions for EL middle school students, and online professional development for teachers and for data teams serving students at risk for behavioral, academic, and social emotional challenges.

Staff Include:

Our currently funded projects are:

TIPS EdTech:  Development Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) within Multi-Tiered Support Systems

  • This is a four year (07/01/2017 to 06/30/2021) development and innovation grant (R324A170052)

The STELLAR Project:  Phase 2

  • This is a four year (07/01/2017 to 06/30/2021) development and innovation grant (R305A170603)

For further information, please contact Erin Chaparro at echaparr@uoregon.edu