Ongoing Projects

Our mission is to bridge the gap between research and practice in early intervention for children with developmental disabilities and their families. We strive to: develop, implement, and evaluate evidence-based practices that empower children and families to reach their full potential, while equipping educators and practitioners with the tools to deliver high-quality services.

To Bridge the Research-Practice Gap we:

Gain many perspectives to CREATE collective knowledge

CONNECT our materials, learnings, and this evidence-based knowledge to improve practice

MOBILIZE knowledge & resources to improve access, opportunities, and outcomes

Current Projects

  • Logo for Project Mountain with stylized mountain graphic replacing the letter M in Mountain.

    Project MounTaiN

    Meeting The Need to Prepare Early Interventionists and Special Educators in Data-based Instruction for Young Children with High Intensity Support Needs

    More Information
  • A logo with a yellow sun rising behind the words "Project Early" in black text.

    Project Early

    Preparing Early Childhood Special Education Leaders for Diverse Settings

    We offer doctoral leadership training grant designed to support four PhD students with a focus on early intervention/early childhood special education at KU. The project requires applicants to be U.S. Citizens or permanent residents per the funding agency requirements.

    More Information
  • Logo

    Coach-AID

    Evaluate the impact of coaches on pre-service teachers’ decision-making and intention to implement evidence-based practices.

    We hypothesize that PSP participants who are coached will have lower decision-difficulty, stronger intentions, and improved team collaboration.

    We expect that teams who do not receive coaching will have higher decision-difficulty, lower intentions to implement, and worse team collaboration.

  • Illustration of three figures representing teamwork and inclusion, with text focusing on early childhood decision-making strategies and project I-TIP.

    Project I-TIP

    Inclusion Teams’ Intervention Planning: Brief Focus Group and Survey to understand how Preschool Inclusion Teams plan Instruction and Supports for Autistic Students.

    Funded by New Faculty Research Development Fund, University of Kansas

  • Placeholder image with diagonal text 'LOGO IN PROGRESS'

    Project EPIS-SEL

    Educators’ Preferences for Implementation Supports for Social-Emotional Learning:  Dr. Cathy Corbin (University of Florida Prevention Institute) and Maria Hugh.

    Analyzing the Common Elements of Communication Evidence-Based Practices for Young Children with Autism. Andrea Ford (University of Cincinnati, Communication Sciences and Disorders) and Maria Hugh.

    Funded by Institute of Education Sciences

    Participant Survey
  • A purple silhouette of a human head with green and yellow gears inside, and the word BÁSIS curved above.

    BASIS

    Beliefs and Attitudes for Successful Implementation in Schools–

    We have developed and are currently testing the Beliefs and Attitudes for Successful Implementation in Schools (BASIS) implementation strategy. BASIS is a theoretically-driven, intervention-agnostic, and individually-focused implementation strategy designed to increase motivation and engagement prior to – and immediately following – initial training in evidence-based practices.

    Optimization and BASIS-Teacher Trials: https://smartcenter.uw.edu/research/projects/

    Funded by NIMH Impact Center