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January 2005

News for the investigators, staff and Friends of

The Schiefelbusch Institute for Life Span Studies

LSI Lifeline Online January 2005 Issue 82

Editor, Karen Henry

Editorial Assistant, Jessica Black

The Life Span Institute at the University of Kansas

1052 Dole Human Development Center

1000 Sunnyside Avenue

Lawrence, KS 66045-7555 (785) 864-4295 TDD (785) 864-5051

Back issues of Lifeline

Development Update: Friends of the Life Span Institute as of February 1, 2005

The Friends of the Life Span Institute is a group of supporters with a compelling interest in furthering the Institute’s research, development and teaching opportunities.

We are pleased to announce that our Friends membership now stands at 42!

Ross and Mariana Beach, Charles Greenwood and Judy Carta, Gregorio Diaz, Steve Fawcett and Kathleen McCluskey-Fawcett, Vance and Marilyn Hall, Betty Hart, Frances and Floyd Horowitz, Jim and Lee Mclean, Fred and Virginia Merrill, Bob Mirman, Mabel Rice, Todd and Sheryl Risley, Richard and Ruth Schiefelbusch, Steve and Carolyn Schroeder, Joe and Rita Spradlin, John and Linda Stewart, III, Rud and Ann Turnbull, Gary Waldron and Carol Foster, Steve Warren and Eva Horn, Mike and Kathy Wehmeyer, Glen and Nancy White, Dave and Dee Yoder, Ed and Mary Ann Zamarripa

Contact Steve Warren, 785-864-4295 or, or Dale Slusser, 785 832 7458 or for more information on Friends of the Life Span Institute or other giving opportunities.

Calendar of local seminars by and of interest to LSI affiliates and Friends:

Archive of conference seminars by LSI affiliates:

Submit your presentations: Send your submissions - and related PowerPoints, etc. - to Jessica Black at


David Ekerdt appointed Gerontology Center director

Positive Behavior Support series continues with Jim Bodfish March 4 and Rob Horner April 28

Dennis Molfese, Developmental Neuropsychology editor-in-chief, slated for Feb. 25 address

Rud Turnbull to deliver Budig lecture on IDEA March 10

LSI researchers to represent Kansas in national developmental disabilities summit

Focus on Research: Facilitating Young Children’s Communication Repairs

Advancing Applied Behavioral Science in Psychology Conference April 1 and 2

Institute Activities






Central Office Announcements

Unclassified Evaluation Process Comments Requested

U.S. Department of Education – Grant Performance Report – New Instructions and Forms for 2005

Project Development – December 2004-January 2005

Life Span in the News

Dale Walker, associate research professor at Juniper Gardens, was applauded for her persuasive testimony before the Kansas Legislature in the Nov./ Dec. 2004 Preschool Matters, published by the National Institute for Early Education. Headlined Kansas Prof Woos Lawmakers and Wows Pre-K Advocates. She found that many legislators were unfamiliar with the evidence of how much development occurs in the pre-school years and were shocked to hear of the low the quality of many local programs. She made the case for universal preschool and cautioned lawmakers that Head Start programs should not be jeopardized. Walker also argued that pre-K curriculum should be based on how young children learn and how numeracy and literacy can be part of play. For a copy of Walker’s remarks to the legislature, email her at

The Nobody Left Behind project, directed by Research and Training Center for Independent Living director Glen White with Michael Fox, associate professor of health policy and management; Jennifer Rowland, lecturer in applied behavioral science and Catherine “Cat” Rooney, project coordinator was the subject of an article in the December issue of the December National Safety Management Digest The research team investigated 30 randomly selected U.S. counties, cities, parishes and boroughs where a natural or man-made disaster occurred between 1999 and 2004 to determine if disaster plans and emergency response systems met the needs of persons with mobility impairments. Their preliminary findings indicate widespread problems persist even after the wake-up call of 9/11.

David Ekerdt named director of Gerontology Center

David J. Ekerdt is the new director of the Gerontology Center. Ekerdt, the interim director of the Gerontology Center and professor of sociology, was appointed after a national search.

“David Ekerdt is a recognized research leader with the vision to define and expand KU’s scholarly and academic initiatives in aging,” said Steven Warren, Life Span Institute director.

Ekerdt will oversee the Gerontology Center’s research agenda that includes seminal research in aging and communication, the social and psychological aspects of retirement, long-term care, housing alternatives and age discrimination.

Ekerdt’s charge includes the Gerontology Center’s multidisciplinary graduate program that offers both masters and doctoral degrees in gerontology.

He will direct the Center’s work with public and private agencies in developing programs for older persons and their families and assisting agencies and organizations with evaluations of programs and public policies.

He will also be responsible for the Center’s activities as part of a wider, multidisciplinary group of affiliated faculty, including scientists and clinicians at the Center on Aging of the University of Kansas Medical Center.

Previously, Ekerdt was the associate director of the Center on Aging and associate professor of family medicine at the University of Kansas Medical Center.

A graduate of Boston University, Ekerdt has also been a member of the faculties of the Harvard School of Dental Medicine and the Boston University School of Public Health.

Ekerdt is presently conducting research on American workers’ changing plans and decisions for retirement, and on the ways that people manage and dispose of their possessions in later life funded by grants from the National Institute on Aging. (see

He also is editor-in-chief of the Macmillan Encyclopedia of Aging, a four-volume, one-million-word work published in 2002 that is the first standard reference on aging for both the general public and academic researchers. (see

Ekerdt teaches the sociology of aging and quantitative research methods, and has supervised graduate students on both campuses. His funded studies of work and retirement have examined the retirement process and its effects on health, well-being and the marital relationship, as well as behavioral expectations on later life.

Ekerdt is a fellow of the Gerontological Society of America, and he has been a member of the Board of Directors of the American Society on Aging. He currently chairs the Publications Committee of the Gerontological Society of America

The Gerontology Center is one of the twelve centers of KU’s Schiefelbusch Institute for Life Span Studies that serves Kansans and the nation through research-based solutions to the problems of human and community development, disabilities, and aging.

Positive Behavior Support series continues with Jim Bodfish and Rob Horner

The 2004-05 KU Colloquia on Intellectual and Developmental Disabilities series on Positive Behavior Support continues this spring with two influential figures in PBS. Jim Bodfish, Ph.D., University of North Carolina, Chapel Hill, focuses on the integration of behavioral and medication therapies for the treatment of severe behavior disorders (e.g. stereotypies, rituals, self-injury, aggression, overactivity). Robert Horner, Ph.D., University of Oregon, has 25-year history of research on school reform and positive behavior support include helping schools and school administrators develop systems for embedding school-wide systems of positive behavior support.

Bodfish will speak on Friday, March 4 at 3:30 p.m. in 2092 Dole Human Development Center on the Lawrence campus. Horner is scheduled for Thursday, April 28, at 4:00 p.m. in the same location. A short reception follows each hour presentation. The colloquia are free, do not require registration, and open to the public. KU students, teachers, school administrators and parents are most welcome to attend.

KU Colloquia on Intellectual and Developmental Disabilities is sponsored by several life sciences research centers on the Lawrence and KUMC campuses: the Life Span Institute, the Mental Retardation and Developmental Disabilities Center, the Center for Reproductive Sciences, the Beach Center on Disability, the Juniper Gardens Children’s Project and the Kansas University Center on Developmental Disabilities.

The 2004-05 Colloquia on Positive Behavior Support, is chaired by Rachel Freeman, Ph.D., who directs the Kansas Institute for Positive Behavior Support.

Dennis Molfese, editor-in-chief, Developmental Neuropsychology, slated for Feb. 25 address

Dennis Molfese, Ph.D., Distinguished University Scholar, Chair and Professor of the Psychological and Brain Sciences Department at University of Louisville will speak Friday, Feb. 25 from 4-5 p.m. in the Centennial room in the Kansas Union as part of The Mind series supported by the Roy. A. Roberts Endowment.

Professor Molfese is the Editor-in-Chief of Developmental Neuropsychology and has also served on the editorial boards of Brain and Language, Journal of Experimental Child Psychology, and Brain and Cognition.

His research interests include developmental changes in brain, language and cognitive processes across the lifespan and are detailed at

Rud Turnbull to deliver Budig lecture on IDEA March 10

Rud Turnbull, co-director of the Beach Center on Disability and special education professor, will deliver the Gene A. Budig Teaching Professor in Special Education lecture, IDEA as Welfare Law Reform, on Thursday, March 10, 2005 at 4:30 p.m. in 150 JR Pearson Hall.

Turnbull argues that the reauthorization of IDEA has three components: a continuation of the civil rights movement on behalf of people with disabilities; a strengthening of the school reform movement that most recently was expressed in the No Child Left Behind Act; and a deliberate attempt to impose on families and students new accountability obligations that have their basis in the welfare reform of the mid-1990's.

The Gene A. Budig Teaching Professorship in Special Education is awarded annually to a special education faculty member who demonstrates excellent teaching skills in the classroom.

The lecture is free and open to the public.

LSI researchers to represent Kansas in national developmental disabilities summit

Several Life Span Institute researchers were invited to represent Kansas at an unprecedented summit of developmental disabilities advocacy and professional associations this fall in Washington, D.C.

Steve Warren, Rud Turnbull, Mike Wehmeyer, Susan Palmer, Martha Hodgesmith and Denise Poston were invited to join other stakeholders in the Kansas disabilities community in pre-conference meetings that will prioritize issues important to Kansans toward developing and advancing a national program and policy agenda of full community participation and necessary supports for people with developmental disabilities.

The Alliance for Full Participation summit includes the American Association on Mental Retardation (AAMR), the Association of University Centers on Disabilities (AUCD), and the National Association of Councils on Developmental Disabilities (NACDD), among several others. These organizations are foregoing their annual conferences this year in lieu of the summit.

Focus on Research

Focus on Research, will feature an overview of an LSI project each month. This month’s featured research is Communication Breakdown and Repair in Individuals with Severe Mental Retardation and Minimal Verbal Skills, Project II of the Program Project, Communication of People with Mental Retardation, funded by the NICHD. Nancy Brady is the principal investigator and Tammy Steeples is the project coordinator.

Facilitating Young Children’s Communication Repairs
Nancy Brady, Ph.D. and Tammy Steeples, Ph.D.

Young children with developmental disabilities and minimal verbal skills are often difficult to understand, even by familiar caregivers. Nancy Brady and Tammy Steeples have been videotaping mothers and their young children for the past 3 years to determine how often young children just beginning to communicate are misunderstood. Fifty-seven mother-child dyads have participated in their study to investigate the number and types of communication breakdowns experienced by children 3-5 years of age with severe language delays. Expressive language abilities of participants ranged from use of contact gestures and vocalizations through an expressive vocabulary of 20 different words (spoken or signed). The children’s diagnoses included Down syndrome, autism, Angelman’s syndrome, developmental apraxia and general developmental delays.

Mother-child dyads were videotaped in 30 minutes of naturalistic interactions, which were later scored and analyzed. Each child-initiated communication act was described in terms of its form (e.g., word, gesture), and function (e.g., joint attention, behavior regulation). If any of the following maternal behaviors were observed after a child’s communication, it was described as a type of communication breakdown: requests for clarification (e.g., “What?”), specific requests for clarification (e.g., “Did you want the cookie?”), topic shift (e.g., “Let’s play with the blocks now” after child requested bubbles.), and non-acknowledgement (e.g., Mom did not respond to child’s communication attempt.) Any child attempts to repair the original communication act were also scored.

In addition to the naturalistic observations, children participated in a scripted interaction with a researcher. The experimenter produced specific types of breakdowns following child communication attempts within specific activities. For example, during an art activity, if the child requested help with materials, the researcher failed to acknowledge this first attempt and continued with the art activity. The researcher responded appropriately to any repair attempt by the child, or after seven seconds without a repair attempt. Researchers presented each category of breakdown (request for clarification, topic shift and non-acknowledgement) four different times during the scripted interaction.

The number of breakdowns experienced by children during mother-child interactions ranged from 0 to 106 with a mean of 23.9. The most frequently observed type of communication breakdown was topic shift. Children responded differentially to the different types of breakdown. For most of the dyads, specific request for clarification was the most likely type of breakdown to be repaired by children. Children frequently failed to respond to mothers’ topic shifts and non-acknowledgements.

Compared to mother-child interactions, children repaired more often in the experimenter-child interactions. Children responded most often to requests for clarification and least often to non-acknowledgements. These results suggest that even children with limited verbal repertoires use a variety of strategies to repair communication breakdowns, particularly when communication partners request clarification.

A second part of the study has involved an intervention to teach parents to request clarification more often, as part of a facilitative interaction style. Thus far seven families have participated in the intervention phase of the study, which is nearly complete. Mothers receive instruction to learn specific skills that have been shown to facilitate a child’s communication, including requesting clarification when they do not understand the child.

Conclusions: Our data from the mother-child interactions indicate that mothers frequently shift topics while communicating with their children, and these topic shifts may be difficult for young children to repair. When mothers ask their children to clarify their communication attempts, e.g., “What did you say?”- even if children are not yet talking - children are likely to persist and continue the interaction. Mothers who have participated in our intervention have become more responsive to their children’s communication attempts. Finally, we have observed that once children have several different strategies for communication, such as gesturing, signing, and vocalizing, they are better able to repair communication breakdowns.

For a poster on this project presented at the national ASHA meeting, see:

Conference: Advancing Applied Behavioral Science in Psychology: Solving Societal Problems through Empirical Research in the 21st Century

Friday & Saturday · April 1-2, 2005
SpringHill Suites, Lawrence, Kansas

Sponsors: The University of Kansas Graduate School and Department of Applied Behavioral Science, KU Continuing Education, Kansas Association of Behavior Analysis

Co-sponsors: University of Kansas College of Liberal Arts and Sciences, School of Education, Clinical Child Psychology Program, Department of Psychology, and Schiefelbusch Institute for Life Span Studies

This conference will present recent advances in the consilience of applied behavior analysis with basic research and conceptual analysis for solving societal problems in the 21st century. The presentations will describe use-inspired basic research, translational research, and applied research used in deriving, implementing, and validating empirically-based treatments for problems of individual, social, and cultural importance. In the process, the conference will propose graduate training, research, and funding agendas for the 21st century.

Confirmed Presenters

*Louis Burgio, Professor of Psychiatry and Social Work, University of Alabama, Tuscaloosa, Alabama

*Gina Green, Adjunct Professor of Behavioral Analysis, University of North Texas, and Private Consultant, San Diego, California

*Steven C. Hayes, Foundation Professor in Clinical Psychology, University of Nevada, Reno, Nevada

*Stephen T. Higgins, Professor of Psychology and Psychiatry, University of Vermont, Burlington, Vermont

*Brian Iwata, Professor of Psychology, University of Florida, Gainesville, Florida

*Ray Miltenberger, Professor of Psychology, North Dakota State University, Fargo, North Dakota

*Nancy A. Neef, Associate Professor of Special Education, Ohio State University, Columbus, Ohio

*Timothy Vollmer, Associate Professor of Psychology, University of Florida, Gainesville, Florida


Institute Activities


Karrie Shogren, graduate research assistant, will receive the AAMR's Outstanding Student Award.


Davies, D., Stock, S., & Wehmeyer, M. (2004). A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research and Practice for Persons with Severe Disabilities, 28, 182-193.

Davies, D., Stock, S., & Wehmeyer, M.L. (2004). Computer-mediated, self-directed computer training and skill assessment for individuals with mental retardation. Journal of Physical and Developmental Disabilities, 16, 95-105.

Houghton, J. (2004). Best practice indicators of travel and familiarization IEP goals, objectives and/or benchmarks. Terre Haute: Indiana State University, Center for Interdisciplinary Studies in Special Education.

Lawson, H.A., & Sailor, W. (2005). Integrating Services, Collaborating, and Developing Connections with Schools. In Skrtic, T.M., Harris, K.R., & Shriner, J.G. (Eds.) Special Education Policy and Practice (pp. 526-558). Denver, London, Sydney: Love Publishing Company.

Lee, S.H., & Wehmeyer, M.L. (2004). A review of the Korean literature related to self-determination: Future directions and practices for promoting the self-determination of students with disabilities. Korean Journal of Special Education, 38, 369-390.

Loyd, R.J. & Wehmeyer, M. (2004). Self-determination. In D.E. Brolin & R.J. Loyd (Eds.), Career development and transition services: A functional life skills approach (4th Ed.)(pp. 251-280). Columbus, OH: Merrill Prentice Hall.

Loyd, R.J., Wehmeyer, M., & Davis, S. (2004). Family support. In D.E. Brolin & R.J. Loyd (Eds.), Career development and transition services: A functional life skills approach (4th Ed.)(pp. 94-116). Columbus, OH: Merrill Prentice Hall.

Myles, B.S., Hagiwara, T., Dunn, W., Rinner, L., Reese, RM., Huggins, A., Becker, S. (2004). Sensory issues in children with Asperger Syndrome and autism. Education and Training in Developmental Disabilities, 39, 283-290.

Palmer, S.B., Wehmeyer, M.L., Gibson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.

Shogren, K.A., Faggella-Luby, M., Bae, S.J., & Wehmeyer, M.L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6(4), 228-237.

Switzky, H., Hickson, L., Schalock, R., & Wehmeyer, M.L. (Eds.) (2004). Personality and motivational systems in mental retardation: Vol. 28, International Review of Research in Mental Retardation. San Diego, CA: Academic Press.

Wehmeyer, M.L. (2004). Self-determination and the empowerment of people with disabilities. American Rehabilitation, 28, 22-29.

Wehmeyer, M.L., & Gragoudas, S. (2004). Centers for Independent Living and transition-age youth: Empowerment and self-determination. Journal of Vocational Rehabilitation, 20(1), 53-58.

Wehmeyer, M.L., & Sailor, W. (2004). High school. In C. Kennedy & E. Horn (Eds.) Including students with severe disabilities, (pp. 259 – 281). Boston: Allyn and Bacon.

Wehmeyer, M.L., Baker, D., Blumberg, R., & Harrison, R. (2004). Self-determination and student involvement in functional assessment: Innovative practices. Journal of Positive Behavior Supports, 6, 29-35.

Wehmeyer, M.L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413-425.

Wehmeyer, M.L., Smith, S.J., Palmer, S.B., Davies, D.K., & Stock, S. (2004). Technology use and people with mental retardation. In L.M. Glidden (Ed.), International Review of Research in Mental Retardation (Vol. 29) (pp. 293-337). San Diego, CA: Academic Press.


Mannan, H. (2004, November). Persons with disabilities and the Millennium Development Goals. Presented at the 8th Annual Meeting of the Global Forum for Health Research, Mexico City.

Sack, S., Simmons, S., & Cress, P. (2004, November). Outcomes data and policy recommendations from AAC users in Kansas. Presentation to the American Speech and Hearing Association Convention, Philadelphia, PA.

Smith, C.L., & Broyles, L. (2004, November). Hitting a moving target: Building a collaborative evaluation process during times of treat organizational change. Presented at the Annual American Evaluation Conference, Atlanta, GA.

Smith, C.L., Freeman, R., Kimbrough, P., & Zarcone, J. (2004, November). How to use evaluation concepts and values to guide project development. Presented at the Annual American Evaluation Conference, Atlanta, GA.

Wehmeyer, M. (2004, October). Workshop on self-determination and student-directed learning. Workshop at the 26th International Conference on Learning Disabilities, Las Vegas, NV.

Wells, B. (2004, December). Child development associate credential advisor training. Presented at the Kansas Association of Child Care Resource and Referral Agencies Professional Development Initiative, Parsons and Wichita, KS.


Wehmeyer, M. (2004-2005) is serving as president of the Council for Exceptional Children’s Division on Career Development and Transition.


Zuna, N. Has been selected to receive training on how to use longitudinal data from the Early Childhood Longitudinal Birth cohort collected by the National Center for Education Statistics (NCES) in Washington, D.C.

Central Office News and Announcements


Edward Zamarripa, Director of Finance and Administration

Unclassified Evaluation Process Comments Requested

Last year we implemented our new evaluation system for unclassified staff. With only a few exceptions, everyone completed evaluation forms last spring. The evaluations were then used to rank employees in terms of supervisor recommendations and merit salary increases for fiscal year 2005. The new budget season will soon be here and we would like your feedback regarding the 2004 evaluation form, position description menu and directions. Please take a moment to review the procedure from last year, your evaluations, and then make any suggestions that you feel will improve the forms. Send suggestions and comments to Ed Zamarripa by Friday, February 11. The forms and directions are at:

Project Development

Paul Diedrich, Associate Director for Project Development

Past Submissions not Previously Reported

1. Sara Sack submitted her third-year Grant Performance Report “Reusing AT/DME Acquired Through Public Funds: Developing a Cost-Neutral, Consumer Driven Program” to DE/OSERS/NIDRR on November 30, 2004.

2. Michael Wehmeyer submitted his fourth-year Grant Performance Report “Making it More then a Job: Promoting Career Development and Advancement Through Self-Determination” to DE/OSERS/NIDRR on December 3, 2004.

4. Joseph Donnelly and Debra Sullivan submitted a new, one-year proposal “Substrate Oxidation in Children in Response to Exercise with High and Low Dairy Intake” to Dairy Management, Inc. on December 14, 2004.

5. John Colombo, Steve Case and Thomas Baker submitted a new, three-year proposal “Learning from Visual Data Displays: Eye Movements and Student Performance” to DE/IES on December 16, 2004.

6. Martha Hodgesmith, Glen White and Michael Fox submitted a new, two-year proposal “State Implementation Project for Preventing Secondary Conditions and Promoting the Health of People with Disabilities” to the Kansas Department of Health & Environment, prime contractor to CDC, on December 21, 2004.

7. David Lindeman submitted a new, one-year award “Early Learning Guidelines Training Program” to the Kansas State Department of Education on December 22, 2004.

Five new proposals were submitted to the DE/OSERS/NIDRR Field Initiated Program (Research or Development) on January 18, 2005:

8. Mary Abbott and Jay Buzhardt submitted a new, three-year research project “An Experimental Study of the Efficacy of the LAMP (Language Arts Multisensory Program) for Adult Students Reading at First Grade Level or Below”;

9. Pamela Cress, Kathryn Saunders and Charles Spellman resubmitted a three-year research project “Teaching Tactile Discrimination of the Braille Alphabet”;

10. Pamela Cress and Charles Spellman submitted a new, three-year research project “Research to Enhance the Accessibility of Educational Media for Students who are Blind or Visually Impaired;

11. Wendy Parent and Michael Wehmeyer submitted a new, three-year development project “Evaluation of a Self-Directed Employment Model”; and

12. Muriel and Richard Saunders submitted a new, three-year development project “Development of Two Products Essential for Evidence-Based Practices with Adaptive Switches”.

13. Judith Carta, Charles Greenwood and Dale Walker submitted a new, five-year proposal “Research and Development of General Outcome Measurement for Preschool Children” to the University of Minnesota, prime contractor to NIH, on January 25, 2005.

Upcoming Submissions

14. Susan Kemper will submit a new, five-year proposal “Decomposing Executive Function in Aging: Parkinson’s Disease and Alzheimer’s Disease” to the KU Medical Center, prime contractor to NIA, on February 1, 2005.

New Awards (not previously funded) Information

1. Amy McCart and Wayne Sailor received a new, three-year award “Comprehensive School Reform: The Positive Behavior Support and Math Proficiency Model – F.L. Schlagle High School” from USD 500, Kansas City, Kansas Unified School District that began August 15, 2004.

2. Jane Atwater received a new, six-month award “Early Childhood Dataset for Rural Programs” from the University of Missouri at Columbia, prime contractor to Mississippi State University, which began September 1, 2004.

3. Judith Carta received a new, three-year award “Early Reading First – Wyandotte County, Kansas” from the KU Medical Center, prime contractor to USDE, which began September 1, 2004.

4. Joseph Donnelly received a new, sixteen-month award “Effects of Carbohydrate Blockers on Weight Management” from the National Enzyme Company that began September 1, 2004.

5. Joseph Donnelly received a new, two-year award “Kansas get Moving!” from the Sunflower Foundation that began September 1, 2004.

6. Jane Atwater received a new, three-year award “Midwest Child Care Consortium II: Quality Rating Systems and Professional Development for Child Care Providers” from the University of Nebraska at Lincoln, prime contractor to HHS, that began September 30, 2004.

7. Judith Carta, Dale Walker and Kathleen Baggett received a new, three-year award “Partnership to Develop Meaningful Outcome Measures for Early Head Start Children and Families” from HHS/ACF that began September 30, 2004.

8. John Colombo received a new, five-year award “Zinc and Behavioral Development in Early Childhood” from Johns Hopkins University, prime contractor to NICHD, that began September 30, 2004.

9. Steve Fowler received a new, three-year award “Brain DHA, Dopamine and Behavior: Roles in ADHD” from the KU Medical Center, prime contractor to NIDA, that began September 30, 2004.

10. Michael Wehmeyer received a new, five-year award “Rehabilitation Engineering Research Center (RERC) on Cognitive Disabilities” from the University of Colorado, prime contractor to DE/OSERS/NIDRR, that began October 1, 2004.

11. David Lindeman received a new, one-year award “Early Learning Guidelines Training Program” from the Kansas State Department of Education that began December 17, 2004.

12. Howard Wills, Debra Kamps and Charles Greenwood received a new, five-year award “Secondary and Tertiary Level Intervention in School-Wide Positive Behavior Support Systems: Experimental Studies in Research to Practice” from DE/OSERS/OSEP that began January 1, 2005.

13. Dale Walker and Charles Greenwood received a new, three-year award “Developing and Testing a Model for the Use of Meaningful Outcome Measures for Infants and Toddlers” from DE/OSERS/OSEP that began January 1, 2005.

U.S. Department of Education – Grant Performance Report – New Instructions and Forms for 2005

Paul Diedrich, Associate Director for Project Development

There have been some MAJOR changes to the forms for Grant Performance Reports (GPR). The new forms can be found at:

ED 524-B Form - Grant Performance Report (Part 1 - Cover Sheet and Summary) PDF Form (276K) PDF (140K) Word (201K)

ED 524-B Form (Part 2 - Project Status) PDF Form (216K) PDF (98K) Word (247K)

ED 524-B Form (Part 3 - Instructions) PDF (195K) Word (133K)

In addition, if you have a GPR due this year, we have a request. When you are contacted regarding the due date for your next Grant Performance Report, would you PLEASE forward that message Paul or Jess. Since there is no longer a master list of when GPRs are due, we are no longer notified regarding due dates. By our last count there will be nearly 25 GPRs due sometime this spring or summer. We're operating blind in this office, so please help us. We really appreciate it. Thanks in advance.

Comments and questions to:

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