Haring Center

Current Research

Haring Center researchers are faculty, staff, and students from the University of Washington College of Education and across the university. The following are highlights of currently funded projects:

Funded Research Grants:

Meeting the Need: Increasing Access to Applied Behavior Analysis Services in Washington State

This project aims at increasing parent education and support to families of children with I/DD across the state of Washington using an online, state-of-the-art service delivery platform. Project ECHO, a case-based, telehealth learning program, is used to increase knowledge and expertise for parents and caregivers on interventions targeting challenging behavior. This online platform provides opportunities for parents and caregivers to present difficult situations at home regarding challenging behavior to a group of parents with similar experiences, as well as other experts in the field, to brainstorm and develop sustainable interventions. Positive outcomes of this intervention include child, parent and family outcomes, as expertise is disseminated through this collaboration experience.

  • PI: Katherine Bateman
  • The Arc of Washington Trust Fund
  • $40,000
  • 2020-2021

Developing and Testing a Blended Behavior and Language Intervention for Toddlers at High Risk for Persistent Developmental Language Disorders

The purpose of the project is to develop and test a blended classroom-based intervention to support language and social-emotional development in toddlers who are at risk for persistent developmental language disorders (DLD). Specifically, we aim to integrate two evidence-based interventions in community childcare and Early Head Start settings. The Pyramid Model for Promoting Young Children’s Social Emotional Competence (Fox et al., 2003; Hemmeter, Snyder, Fox & Algina, 2016) and Enhanced Milieu Teaching (EMT; Kaiser & Hampton, 2016). The blended model, Toddler Talk, will include professional development designed to support providers in implementing the blended intervention to improve language and social-emotional outcomes for young children.

  • Co-PIs: Kathleen Artman Meeker and Jennifer Cunningham
  • Institute of Education Sciences (subcontract with Vanderbilt University)
  • $566,325
  • 2020-2024

Project Building Coaching Capacity

Project BCC will develop, test and scale a continuum of coaching supports in early childhood that promote children’s social-emotional development and individualized positive behavior support. The team will work with partner sites in Washington to build infrastructure to sustain the coaching model and create professional development for coaches and administrators.

  • Co-PIs: Kathleen Artman Meeker, Carol Davis, Scott Spaulding and Angel Fettig
  • U.S. Department of Education Office of Special Education Programs
  • $1,600,000
  • 2020-2024

Optimizing BCI-FIT: Brain Computer Interface-Functional Implementation Toolkit

The purpose of the project is to develop and evaluate an efficient brain-computer interface (BCI) system that serves as a communication access method for individuals with severe speech and physical impairments. The technology targets improved accuracy and speed of communication, plus user satisfaction for individuals who use the system. To learn more: https://www.ohsu.edu/reknew/brain-computer-interface-systems

  • PI: Scott Spaulding
  • National Institutes of Health, Department of Health and Human Services; Sub-award with Oregon Health & Science University
  • $65,000
  • 2020-2025

Understanding Reading Development and Instructional Context of Students with Intellectual Disabilities

The purpose of the Reading Development Project is to understand the trajectory of students with intellectual disabilities (ID) in reading and language. We hope to provide a clear picture of how much growth teachers can expect in areas critical for reading success.We also want to understand the context the children are developing within and will interview parents and teachers about their literacy practices and instructional choices. To learn more: https://education.uw.edu/reading-development-project

  • PI: Roxanne Hudson
  • Institute of Education Sciences
  • $1,400,000
  • 2019-2023

 of a Tiered Coaching Model to Support the Professional Development of Inclusive Early Childhood Educators (TCM)

The purpose of this project is to develop and test a tiered coaching model to support social-emotional teaching in preschool. It includes a decision-making framework to help coaches match their feedback to the type and amount of support preschool teachers need during different activities, with different children, and across different points in their careers. 

  • PI: Angel Fettig
  • Institute of Education Sciences
  • $1,366,853
  • 2017-2020

Development of a Web-based Integrated Behavior Support and Teacher Coaching System for Early Childhood Settings (iBESTT-EC)

The purpose of this project is to develop and test a collaborative, web-based tool to improve early childhood teachers’ implementation of interventions for children with or at risk for emotional or behavioral disorders (EBD).

  • PI: Scott Spaulding
  • Institute of Education Sciences
  • $1,400,000
  • 2018-2022

Development and Testing of the Family Behavior Support App

The purpose of the project is to develop a fully operational Family Behavior Support App for use by parents with young children with challenging behaviors. Early interventionists, early childhood special educators, and experts in technology will participate in the development and the evaluation of the app. 

  • PI: Angel Fettig
  • Subcontract with Vanderbilt University
  • $113,000
  • 2017-2019

Funded Development or Training Projects:

Inclusion into What: Advancing Racial Equity in Special Education

This project seeks to advance racial equity and promote curricular change in special education teacher preparation by fostering collaborative partnerships between Seattle Public Schools (SPS) and the UW Special Education Teacher Education program.

  • PI: Maggie Beneke
  • Washington Professional Educator Standards Board
  • $20,000
  • 2018-2020

Technical Assistance and Support in Washington Charter Schools

Charter schools in Washington State, unlike those in many other states across the country, often enroll a higher percentage of students with disabilities than the local school districts in which they are located. The purpose of this project is to develop a network of Technical Assistance Teams (TAT) across the Washington State Charter sector to build expertise within the sector to meet the needs of student with disabilities.

  • PI: Ilene Schwartz
  • Bill & Melinda Gates Foundation
  • $380,000
  • 2018-2019

Family-Centered Personnel Preparation in a Blended Early Childhood and Early Childhood Special Education Program

This project prepares 20 scholars in the area of early childhood special education and early intervention. Program curriculum infuses family-centered practices into early childhood special education coursework.

  • PI: Kathleen Meeker
  • U.S. Department of Education
  • $1,250,000
  • 2015-2020

Project Foster

Project Foster prepares doctoral-level leaders in special education who can positively influence the lives of children and youth with disabilities by conducting reading and math intervention research and preparing high quality special education teachers.

  • PI: Roxanne Hudson
  • $1,250,000
  • 2016-2021

Preparing Board Certified Behavior Analysts (BCBAs) to Work with Students with Autism Spectrum Disorders

This project prepares students in the principles of applied behavior analysis and recommended practices in special education. This dual training will better prepare BCBAs to work with students with ASD in school and community settings and to participate as collaborative team members with teachers and other school professionals.

  • PI: Ilene Schwartz
  • $1,250,000
  • 2016-2021

Preparing Interdisciplinary Special Educators and School Psychologists in Team Based Behavioral and Mental Health Supports

This project will prepares special education teachers and school psychologists to work as school personnel with shared knowledge and skills to provide focused intensive instruction for learners with social, behavioral, and mental health needs. 

  • PI: Carol Davis
  • U.S. Department of Education
  • $ 1,250,000
  • 2017-2022

Preparing Educators and Social Workers for Family-Centered EI Practices

This project prepares early interventionists and social works in their respective programs (Masters of Education in Early Childhood Special Education or Masters of Social Work) and provides additional training in interdisciplinary collaboration in culturally responsive family-centered practices within the context of early intervention (birth to three) services. 

  • PI: Angel Fettig
  • U.S. Department of Education
  • $ 1,250,000
  • 2019-2024