CBER research scientists engage in a number of scholarly activities and projects, for example, research and demonstration grants; professional development and technical assistance to schools, districts, and states; professional committees, organizations, and editorial boards. From these activities, research scientists present their findings and outcomes in a number of ways, for example, journal articles, chapters and books, paper presentations at conferences, technical assistance manuals and guides, newsletters, as well as keynote presentations and panel participation. In this section we summarize some of these activities and outcomes.

Career Opportunities with CBER

There are no current employment opportunities at this time.

Research Participation Opportunities with CBER

Project PRIME: Planning Realistic Intervention implementation and Maintenance by Educators

Lisa M. H. Sanetti, Ph.D.—Project Director & Co-Principal Investigator

Rationale for the project: For an intervention to produce a change in a target behavior, it must be implemented as planned. Thus, among the many factors that have been identified as influencing the effectiveness of school-based interventions, treatment integrity, the extent to which an intervention is implemented as planned, is the most fundamental. Unfortunately, research results indicate that a vast majority of teachers demonstrate unacceptably low treatment integrity levels within 1-10 days of intervention training.

Purpose of the project: The purpose of the 3-year project is to develop PRIME, a theoretically and empirically based pre-implementation intervention that will prevent teachers’ level of treatment integrity from declining. Project PRIME is informed by a theory of adult behavior change that has extensive empirical support across a wide variety of behaviors. Based on this theory, PRIME includes six components: (a) assessment of an implementer’s intention to implement an intervention, (b) implementation of strategies to increase behavioral intention, (c) completion of action planning (i.e., detailed logistical planning), (d) completion of coping planning (i.e., identification of barriers to implementation and strategies to address barriers), (e) assessment of a teacher’s beliefs about their ability to maintain implementation and resume implementation after a lapse, and (f) implementation of strategies to increase an implementer’s confidence in their ability to sustain the intervention.

Project activities: During Year 1 (July 2010-June 2011), we will focus on the development of the assessment and intervention materials. During Years 2 and 3 (July 2011-June 2013), we will conduct a series of studies with teachers in Connecticut, the results of which will inform the iterative refinement of PRIME materials.

How you can be involved: During Year 1, we will be soliciting feedback on the assessment and intervention materials from stakeholders (e.g., administrators, teachers, school psychologists, etc.) related to their feasibility, usability, and perceived effectiveness. Participation will not require travel to UConn, but may require participation in conference calls; participants will be reimbursed for their time. During Years 2 and 3, we will be implementing a series of studies focused on piloting the effectiveness of PRIME components in the context of implementation of behavioral interventions in elementary schools.

If you are interested in participating, or having someone from your school/district participate in the stakeholder panel, or you would like your school/to be considered for the upcoming studies in Years 2 and 3, please contact Lisa Sanetti at lisa.sanetti@uconn.edu

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