Participate in a Project

Parsimonious Advances in Children’s Early Sociability (PACES) 

The PACES Project is a strengths-based behavior resiliency program that provides school-based intervention services for preschool children with significant social and emotional needs. We evaluate the implementation of evidence-based treatments for young children with behaviors recognized as challenging and train teachers to support children’s generalization of skills to the classroom and other school settings. Our pilot study was supported by an internal seed grant and our project is currently under review for external funding. MSU Study ID: STUDY00004541

 

Online Focus Group Study for Families

We are studying the experiences of families whose children were suspended or expelled from an early childhood program. Were you asked to pick up your child from school or told to find another school for your child due to behavior problems? If so, we would like to hear your voice and invite you to participate in a research study that examines the experiences of families who have been involved in the suspension or expulsion process. Each family will receive $50.00 for their participation in this study. If you are interested in participating in this study, please click on the link below and follow the prompts: https://msu.co1.qualtrics.com/jfe/form/SV_enW7BFE4gxBkHwq

MSU Study ID: STUDY00004541. This study is funded by a Research Enhancement grant from Michigan State University’s College of Education. See our First Responders initiative. 

Online Focus Group Study for Teachers

The purpose of this study is to identify the needs & priorities of early childhood teachers and staff who support young children with behaviors recognized as challenging in order to guide professional development activities focused on the Pyramid Model. We hope that data gathered will better inform professional development goals, activities, and outcomes. Our focus group study has not been submitted for funding. 

MSU Study ID: STUDY00005556.

Survey Study 

The purpose of this study is to examine families’ and teachers’ perceptions of children’s social and emotional adjustment and the social and emotional practices implemented across home and school contexts. Data gathered will inform social and emotional intervention supports for children in school and home settings. Our survey study is currently under review for internal and external funding. MSU Study ID: STUDY00004536. This study is funded by a Seed grant from Michigan State University’s College of Education.