Projects & Research

There are many projects currently happening within the Center. Click on the links below to learn more about each project.

CURRENT:

The Bridges to Education Success for Teens (BEST): Project is funded by the Institute of Education Sciences (IES). It is an evaluation of the Challenging Horizons Program for high school students with ADHD. We are collaborating with high schools in the South-Western City School district near Columbus and the Logan Hocking School District to conduct this study.

Individual Formative Assessment of Behavior (IFAB): Development and Validation of a Web-based System for Monitoring Social Behavior: This project is funded by the Institute of Education Sciences (IES). The goals of the project are to conduct a series of studies in which we develop and validate a set of items/rating scales that assess academic enablers (e.g., study skills, interpersonal skills, motivation/engagement) and disruptive behavior (e.g., noncompliance) to evaluate a student’s response to school-based behavioral interventions. The studies will focus on item selection, the evaluation of the statistical properties of those items (e.g., reliability, validity, sensitivity to change), and the development of a web-based system for maximizing the utility of the product for school staff.

Making Socially Accepting Inclusive Classrooms (MOSAIC): The MOSAIC Project is funded by the Institute for Education Sciences (IES). MOSAIC stands for Making Socially Accepting Inclusive Classrooms. The purpose is to help children be more inclusive, socially accepting, patient, and tolerant of classmates who may be different from them or who may be dealing with behavioral or learning problems.

Alcohol and Couples Study (ACS): The purpose of this study is to examine how alcohol consumption may impact competition between young adult men and women who are in a romantic relationship. This project is funded by the National Institute on Alcohol Abuse and Alcoholism (NIAAA). Recruitment is currently underway, and we are seeking participants.

The Project to Learn about Youth (PLAY): Funded by the Centers for Disease Control and Prevention (CDC) through the University of South Carolina’s Disability Research and Dissemination Center. The project, which is being conducted at four sites across the country, is designed to identify the rates of social, emotional and behavioral problems in youth ages 5 through 17, and to understand rates of mental health services use and barrier to care among those seeking services for at-risk youth.

PAST WORK:

ADHD & Cognition: The ADHD & Cognition studied and examined what role certain behavior types may have in the impairment that is often associated with ADHD.

ADHD & Self-Perceptions: Our ADHD and self-perceptions research project focuses on the underreporting of negative self perceptions held by children with ADHD. These findings prompt unique treatment modifications.

Classroom Behavior Support Project (CBS): The Classroom Behavior Support Project is funded by the Institute of Education Sciences. In collaboration with Dr. Erika Coles at Florida International University, CIRS faculty and staff are assessing the effectiveness of two professional development and coaching programs to determine if they help teachers implement high quality classroom management strategies and produce positive outcomes for students with or at risk for ADHD. The coaching programs are designed to maximize the delivery of quality classroom interventions within the realities of a school day. The investigative team is also examining factors that may influence a teacher’s ability and willingness to implement interventions for youth with ADHD.

The Center for Adolescent Research in Schools (CARS): The Center for Adolescent Research in Schools works to develop and evaluate school based interventions for high school students who have emotional or behavioral problems.

The Challenging Horizons Program (CHP): The Challenging Horizons Program (CHP) is a psychosocial intervention program designed to address the academic and social impairments commonly experienced by middle school students with attention-deficit hyperactivity disorder (ADHD).

Social Impairment and ADHD: The Social Impairment and ADHD Project works towards clarifying the nature of the relationships between cognitive processes and social and academic functioning for children with ADHD.

Youth Experiencing Success in School (Y.E.S.S.) Program: The Y.E.S.S. Program is a collaborative school-based program designed to increase access to evidence-based support services for children who struggle with inattention and disruptive behavior problems. The program provides support to youth, families, and teachers.