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Category: Grant Related

Project VIEW aims to sharpen writing instruction for the visually impaired

Using a Braille writing machine, a student writes a paper at the Nebraska Center for the Education of Children who are Blind or Visually Impaired in Nebraska City.
Using a Braille writing machine, a student writes a paper at the Nebraska Center for the Education of Children who are Blind or Visually Impaired in Nebraska City. See gallery.

Nebraska researchers are exploring ways to better understand how students with visual impairments are being taught to write, and how that instruction can be enhanced and tailored to each individual student’s needs.

Michael Hebert, associate professor of special education and communication disorders, and Mackenzie Savaiano, assistant professor of practice of special education and communication disorders, are the principal investigators in Project VIEW — Visual Impairments Education in Writing. The four-year study focuses on identifying factors that influence teachers’ writing instruction practices in an effort to improve outcomes among visually impaired students. Full Article

Research suggests family mealtimes essential to lifelong health

Dipti Dev, principal investigator, shares some healthy eating ideas with children.
Dipti Dev, principal investigator, shares some healthy eating ideas with children. Learn more in the CYFS Research Network.

For centuries, families have served up good conversation around the dinner table.

Sharing advice, planning events and recounting the day’s highs and lows are key mealtime ingredients to connecting families and building support systems — all while cooking up valuable learning opportunities for the youngest family members. Full Article

Getting Ready to expand early childhood reach

Lisa Knoche, CYFS research associate professor and principal investigator of the Getting Ready Preschool Development Grant
Lisa Knoche, CYFS research associate professor and principal investigator of the Getting Ready Preschool Development Grant. Learn more in the CYFS Research Network.

For the past 15 years, the Getting Ready research program has helped enhance school readiness for children age 5 and younger by bringing evidence-based parent engagement strategies to early childhood programs throughout Nebraska.

Thanks to additional, recent funding from the U.S. Department of Health and Human Services’ Preschool Development Grant, Nebraska researchers will move those strategies into practice. Full Article

Promoting cultural understanding through the dialogue of dance

Student and Yazidi participants inspect part of the “Unquiet Harmony: The Subject of Displacement” exhibit at the Sheldon Museum of Art.
Student and Yazidi participants inspect part of the “Unquiet Harmony: The Subject of Displacement” exhibit at the Sheldon Museum of Art. See photo gallery.

While constantly evolving technology such as the internet, smartphones and social media have connected the world like never before, various polls and surveys reveal that many people feel more isolated than ever.

In many ways, society has become polarized in recent years. For educators, the growing challenge is to find effective ways to ensure their schools are places where all students’ voices are heard and welcomed. Full Article

CYFS marks 15th anniversary with celebration, special edition annual report

For 15 years, CYFS has impacted lives through research that advances learning and development.
For 15 years, CYFS has impacted lives through research that advances learning and development.

For the past 15 years, the Nebraska Center for Research on Children, Youth, Families and Schools has worked tirelessly to impact lives by conducting, supporting and sharing high-quality research in the social, behavioral and educational sciences.

For the next 15 years, the center has no plans to slow down. Full Article

Closing the preschool skill gap for disadvantaged children

Rachel Schumacher, fifth-year doctoral student in school psychology, is examining children’s responses to their transitions into school.
Rachel Schumacher, fifth-year doctoral student in school psychology, is examining children’s responses to their transitions into school.

Many children growing up in disadvantage enter school without the requisite social, emotional and behavioral skills to be successful. When those children start off behind, they have a difficult time catching up to more successful students.

Because a child’s early school experiences are predictive of their long-term educational trajectory, starting school socially and behaviorally ready is crucial. Otherwise, long-term detrimental outcomes and widening gaps in academic and social success may follow. Full Article

Children take the reins over ADHD challenges with help from horses

Michelle Howell Smith, CYFS research assistant professor, is exploring the effects of equine-assisted activities on children diagnosed with ADHD.
Michelle Howell Smith, CYFS research assistant professor, is exploring the effects of equine-assisted activities on children diagnosed with ADHD. See photo gallery.

As 12-year-old Joe rides a horse named Indy, his mother watches from the far end of the arena. She smiles as her son interacts with the gentle, giant animal.

Michelle Howell Smith, CYFS research assistant professor, can relate. She has seen the positive effects of equine-assisted therapy with her own daughter, MaKenna, who has autism. Full Article

Partnership approach supports ADHD-diagnosed students one grade at a time

A recent research project explores whether teacher-to-teacher consultation can maintain gains in positive behavior from students with ADHD during their transition from one grade to the next.
A recent research project explores whether teacher-to-teacher consultation can maintain gains in positive behavior from students with ADHD during their transition from one grade to the next.

Attention-deficit/hyperactivity disorder, or ADHD, is not limited to certain hours of the day. For diagnosed children, the condition is with them every hour of every day, year-round.

And their needs will evolve as they grow older.

Given the chronic and changing nature of ADHD — a neurodevelopmental disorder that makes it difficult to focus and control impulsive behavior — effective treatment must be flexible and consistent throughout the child’s life span, both at home and school. Full Article