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Data Science for Dynamic Intervention Decision-making Lab

Getting SMART About Adaptive Interventions in Education

The 2020 Getting SMART About Adaptive Interventions in Education Workshop has been cancelled due to concerns about COVID-19. Updated workshop didactic modules and statistical practice materials are available beneath the 2020 Virtual Workshop Information tab. Contact Stephanie Carpenter (smcarpen@umich.edu) for more information. 

A four-day workshop on adaptive interventions and sequential multiple-assignment randomized trials (SMART) in education.

Date of Training

March 17-20, 2020 The workshop will begin at 8:30AM EST on Tuesday, March 17th and will end by 1:00PM EST on Friday, March 20th. Application Period The application portal opened on Monday, September 16, 2019 and closed at 11:59 pm EST on Sunday, December 15, 2019. Selected scholars notified on January 31, 2020. 

Who Should Apply?

Anyone with a doctoral degree who is interested in learning more about adaptive interventions in education and in the use of sequentially-randomized trials to build high-quality adaptive interventions is encouraged to apply.

Prerequisites

Each scholar should: (a) have a graduate doctoral degree; (b) be working in early intervention, education, or special education; and (c) be a citizen or non-citizen national of the United States, or must have been lawfully admitted to the United States for permanent residence (i.e., valid I-551, or other legal verification of such status).

Fee or Costs

There is no registration fee. However, scholars who are accepted must arrange for their own travel expenses (e.g., transportation, lodging in Ann Arbor). A limited number of travel scholarships will be awarded to scholars who are unable to fund their own travel; scholars can apply for scholarships after they are notified of their selection.

For questions or to request additional information, click here

Objective

The goal of this four-day training is to promote ongoing professional development among education scientists interested in conducting research on adaptive interventions. This includes training in the design, conduct and analysis of sequential multiple assignment randomized trials (SMART). Format Time will be spent in lecture, discussion, Q&A, brainstorming sessions, small group work (practicum) and software demonstration. Lectures are provided by methodological scientists who are experts in research on adaptive interventions, and by intervention scientists (guest experts) who have conducted studies of adaptive interventions in education.

Enrollment

Enrollment is limited to approximately 30 scholars.

Topics Covered

  • Adaptive Interventions
  • Sequential Multiple Assignment Randomized Trials
  • SMART Case Studies
  • Analysis of Data Arising from a SMART
  • Preparing for a SMART
  • Pilot SMART
  • Other Experimental Designs in Research on Adaptive Interventions

Full agenda to come. 

2020 Virtual Workshop Information

Below you will find PDF files of the didactic modules and background articles from the four content experts for the 2020 Getting SMART About Adaptive Interventions in Education Institute. Click on the links below to download.    

Statistical Materials
Code and Materials for Practice Analysis

Additional Information

Workshop Location

The workshop will be held at the Institute for Social Research (ISR) located at 426 Thompson Street in Ann Arbor, Michigan.  

Objective

The goal of this four-day training is to promote ongoing professional development among education scientists interested in conducting research on adaptive interventions. This includes training in the design, conduct and analysis of sequential multiple assignment randomized trials (SMART). Format Time will be spent in lecture, discussion, Q&A, brainstorming sessions, small group work (practicum) and software demonstration. Lectures are provided by methodological scientists who are experts in research on adaptive interventions, and by intervention scientists (guest experts) who have conducted studies of adaptive interventions in education.

Enrollment

Enrollment is limited to approximately 30 scholars.

Topics Covered

  • Adaptive Interventions
  • Sequential Multiple Assignment Randomized Trials
  • SMART Case Studies
  • Analysis of Data Arising from a SMART
  • Preparing for a SMART
  • Pilot SMART
  • Other Experimental Designs in Research on Adaptive Interventions

Full agenda to come.

2020 Workshop Travel Information

The 2020 Getting SMART About Adaptive Interventions in Education Workshop has been moved to a virtual online workshop due to concerns about COVID-19. Contact Stephanie Carpenter (smcarpen@umich.edu) for more information. 

About the Instructors

Workshop Instructors include d3lab researchers, who focus on the development, application and dissemination of methods for building optimized adaptive interventions. In addition, the workshop includes Content Experts, who have experience in conducting research on adaptive interventions in education, and a Guest Speaker.

Dr. Almirall is Co-Principal Investigator of the Getting SMART research training institute and Co-Director of the Data-science for Dynamic Decision-making lab (d3lab) at the University of Michigan. An expert in causal inference and randomized trial design, he has over 10 years of experience training behavioral and education scientists on research methods for adaptive interventions, including the design, conduct and analysis of SMARTs.

Dr. Kasari studies the social and communicative abilities of children. Her research aims to develop novel, targeted interventions to improve social and communicative development in children with autism, and other neurodevelopmental disorders. Dr. Kasari’s current research focuses on infants and toddlers at risk for autism spectrum disorder (ASD), minimally verbal and highly verbal children with ASD, and children with complex neurodevelopmental disorders (Tuberous Sclerosis Complex, Down syndrome). Interventions are mediated through therapists, teachers, paraprofessionals and parents and in community contexts, such as schools and homes. Much of her work focuses on under-represented populations in research (low income and minority children, girls with ASD, minimally verbal children), and she uses sophisticated intervention methodologies, such as sequential multiple assignment randomized trials (SMART designs) and community partnered participatory research methods (CPPR).  The goal of this work is to determine the most effective interventions that can be deployed and sustained in the community.

Dr. Pelham has focused his research on ADHD in children and adolescents. His interests include treatment, development and evaluation, including behavioral treatments, pharmacotherapy, and the combination of the two. Most recently, the treatment research has concentrated more on dosing and sequencing in behavioral, pharmacological and combined interventions. In addition, Dr. Pelham studies the outcomes in adolescence and adulthood of ADHD children, focusing on multiple domains including substance use. His summer treatment program for ADHD children has been recognized by Divisions 53 and 37 of the APA and by CHADD as a model program, is listed on the SAMHSA NREPP list, and is widely recognized as the state of the art in treatment for children and adolescents with ADHD.

Dr. Roberts is Executive Director of the Vaughn Gross Center for Reading and Language Arts, Associate Director of the Meadows Center for Preventing Educational Risk, and Director of the Dropout Prevention Institute. He currently serves on the National Planning Committee for the National Summit for Response to Intervention, as a member of the Board of Directors for the Capital School of Austin, and a member of the American Educational Research Association, American Evaluation Association, and American Psychological Association Society for Research on Educational Excellence. His current research focuses on learning disabilities, dropout prevention, and the impact of course examinations.

Dr. Nahum-Shani is Co-Principal Investigator of the Getting SMART research training institute and Co-Director of the Data-science for Dynamic Decision-making lab (d3lab) at the University of Michigan. Her research focuses on developing and employing behavioral theory and novel methodology to construct adaptive interventions, namely interventions that modify the type, timing, dose, or delivery mode of support in order to address the unique and changing needs of individuals. Her work is highly multidisciplinary, spanning behavioral, health, and applied psychology, while also being tightly integrated with advanced research methodology.

Dr. Carpenter is the Scientific Director of the Getting SMART research training institute. She received a joint Ph.D. in Social Psychology and Business Administration from the University of Michigan, and was previously a NIMH postdoctoral trainee at the University of Wisconsin-Madison. Her research examines the role of emotion and cognition in decision making, with special interest in developing strategies for promoting engagement with adaptive behavioral health interventions.

Dr. Gunlicks-Stoessel’s research focuses on understanding how attachment relationships during adolescence can promote healthy emotion regulation and wellbeing or contribute to the development of psychopathology. This work includes the development, implementation, and evaluation of interventions for adolescent depression that promote close attachment relationships. She also conducts research on the development of adaptive interventions, which provide clinical guidelines for selecting, combining, and sequencing interventions to personalize the intervention approach.

Nick Seewald is a fourth-year Ph.D. candidate in Statistics at the University of Michigan. His research focuses on the design of SMARTs with longitudinal outcomes and the use of such data to compare adaptive interventions.

Dr. Brincks’ research centers on the use of complex statistical methods to address important scientific questions in the prevention of substance use and mental illness. She specializes in latent variable modeling and has expertise in longitudinal data analysis, hierarchical linear models, structural equation modeling, and the analysis of data from randomized clinical trials. Fascinated by heterogeneity in response to intervention, Dr. Brincks has spent her career trying to better understand how and for whom preventive interventions are effective. Her most recent work focuses on causal mediation analysis and the design and analysis of adaptive interventions and SMARTs.

Dr. Smith is an implementation scientist interested in developing adaptive implementation interventions. She has more than five years of experience training behavioral and clinical scientists in research methods for adaptive interventions, just-in-time adaptive interventions, and the design and analysis of clustered SMARTs and micro-randomized trials.

What and Why?

What is an adaptive intervention?

Adaptive interventions use a sequence of decision rules that guide whether, how, or when—and, importantly, based on which measures—to make critical decisions about interventions in education settings. This includes whether, how or when to alter the dosage (duration, frequency, or amount), type, or delivery of interventions to students (or organizations). These interventions seek to address the individual and changing needs of students (or organizations) as they progress through an intervention.

What is a Sequential Multiple Assignment Randomized Trial (SMART)?

A SMART is a type of multi-stage, experimental design that was developed explicitly for constructing effective adaptive interventions. In a SMART, some or all participants are randomized multiple times over the course of the study. The multiple, sequential randomizations in a SMART enable researchers to efficiently address multiple scientific questions concerning the selection and individualization of intervention options at various decision points of an AI.

Why is this workshop needed?

Despite the critical role adaptive interventions already play (and will continue to play) in various domains of education, experimental research aiming to systematically optimize adaptive interventions in education is still in its infancy. SMARTs are experimental designs that enable scientists to address multiple scientific questions for optimizing a high-quality AI, but because SMARTs are relatively new, most educational researchers have not been exposed to them as part of their formal training. While research on AIs and SMART methods has grown significantly in the past few years, there is currently no comprehensive training in AIs and SMARTs in education. This workshop attempts to fill this gap.

2020 Scholar Biographies

2020 Scholar Biographies

Angelique Aitken, Ph.D.

IES Postdoctoral Research Fellow
University of Nebraska—Lincoln

Dr. Aitken is a second-year IES postdoctoral research fellow in the Academy for Child and Family Well Being at the University of Nebraska—Lincoln. She obtained her Ph.D. in Special Education from Arizona State University in 2018. Her scholarship addresses literacy instruction for struggling writers and the educators who support them. Within this field, she has two interconnected lines of inquiry: writing intervention and motivation.

Darcey Allan, Ph.D.

Assistant Professor
Ohio University

Darcey Allan is an assistant professor of clinical psychology at Ohio University and a faculty member in the Ohio University Center for Intervention Research in Schools. Her research focuses on (a) early identification of ADHD and (b) developing and evaluating school-based interventions that target early childhood behavior problems in ways that facilitate both behavior change and early school success.

Amy Altszuler, Ph.D.

Postdoctoral Research Associate
Florida International University

Amy Altszuler received a Ph.D. in Clinical Science in Child and Adolescent Psychology from Florida International University (FIU) and is currently a Postdoctoral Research Associate at the Center for Children and Families at FIU. Dr. Altszuler’s research focuses on improving the long-term outcomes of youth diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) through the use of behavioral interventions, stimulant medication, and their combination.

Sheila Arens, Ph.D.

Executive Director: Research, Evaluation, and Technical Assistance
McREL International

Dr. Arens, Executive Director—Research and Evaluation and Deputy Director of the Pacific REL, has served as principal investigator on IES-funded studies including a RCT of interventions to improve fluency among language learners and a study to develop and test a framework for teaching science concepts to blind students. She is currently PI for an i3 grant to develop and test an identity-based motivation edu-game.

Penny Cantley, Ph.D.

Assistant Professor
Oklahoma State University

Penny Cantley is an assistant professor of Special Education at Oklahoma State University. She earned her doctorate in Special Education from the University of Oklahoma; with an emphasis on self-determination, transition and applied research. Her research focuses on self-determination, transition supports and services for secondary students with disabilities and postsecondary opportunities and outcomes for adults with disabilities.

Jenny Yu-Chen Chan, Ph.D.

Postdoctoral Fellow
Worcester Polytechnic Institute

I'm a developmental psychologist conducting research on mathematical thinking and learning. My research examines the mechanisms and the cognitive processes involved in mathematical development. Through my research, I aim to contribute to the efforts in delineating the developmental pathways to mathematical thinking, and inform practices to better support learning and development.

Jilly Chang, Ph.D.

Associate Professor
California State University, Los Angeles

Ya-Chih Chang is an Associate Professor in the Department of Special Education and Counseling at California State University, Los Angeles. Her research focuses on social communication interventions with young children with autism and other developmental disabilities, implementation of evidence-based interventions for young children with disabilities in inclusive settings, and community-partnered interventions for culturally and linguistically diverse children and families.

Clayton Cook, Ph.D.

Professor
University of Minnesota

Dr. Clay Cook holds the John and Nancy Peyton Endowed Chair in Child and Adolescent Wellbeing at the University of Minnesota and is a Professor of Educational Psychology in the College of Education and Human Development. He has extensive research and practical experiences involving the implementation of multi-tiered frameworks to promote children’s social, emotional, and behavioral wellbeing as the foundation for academic and life success.

Sarah Cox, Ph.D.

Postdoctoral Scholar
Florida State University

Sarah Cox is a postdoctoral scholar at Florida State University. Sarah is a former inclusive middle school mathematics teacher. Her research focuses on effective interventions to improve mathematical problem-solving skills for students with autism spectrum disorder. Sarah aims to provide insight into the use of evidence-based practices by investigating what strategies work for which students under what conditions.

Robert Dedrick, Ph.D.

Professor
University of South Florida

Robert Dedrick is Professor and Coordinator of the Educational Measurement and Research Program at the University of South Florida. He teaches courses in research design and measurement, and is currently Co-PI on a study evaluating interleaved mathematics practice, and a statistical consultant for a study evaluating the academic success and emotional well-being of H.S. students in accelerated curricula.

Mylien Duong, Ph.D.

Senior Research Scientist
Committee for Children

I am a Senior Research Scientist at Committee for Children, a nonprofit organization that develops, tests, and disseminates evidence-based social-emotional learning (SEL) curricula. My research has focused on developing and evaluating interventions that promote youth social-emotional and academic success, with a particular focus on scalable interventions that meet the needs of ethnic minority youth.

Melissa Dvorsky, Ph.D.

Postdoctoral Fellow
University of California, San Francisco

My research focuses on the implementation and evaluation of school interventions for youth with attention and behavior challenges. To date, my work has ranged from elucidating processes pertinent to intervention refinement (e.g., social support, motivation/engagement, parent involvement) to evaluating intervention efficacy. Going forward, I plan to use leverage technology to optimize school interventions for attention and behavior by delivering just-in-time adaptive and SMART intervention designs.

Andria Eisman, Ph.D.

Research Assistant Professor
University of Michigan

Andria Eisman is a Research Assistant Professor in Health Behavior and Health Education at the University of Michigan School of Public Health. Her work focuses on 1) designing and testing implementation strategies to enhance fidelity and promote health equity for school-based prevention programs, 2) systematic adaptation and evaluation of evidence-based interventions for youth, 3) economic of implementation strategies and 4) community-engaged implementation research.

Lauren Epstein, Ph.D., CCC-SLP

Professor
San Francisco State University

Dr. Epstein, Ph.D., CCC-SLP is Professor and Chair of the Department of Speech, Language and Hearing Sciences at San Francisco State University.  She completed her Ph.D. at the University of California, Santa Barbara. Her research and clinical interests include school-based issues and bilingual/multicultural language assessment.  She supervises a school-based speech-language clinic in a culturally and linguistically diverse, Bay Area public school.

Natalya Gnedko-Berry, Ph.D.

Senior Researcher
American Institutes for Research

Natalya Gnedko-Berry is a senior researcher at American Institutes for Research. She is an experienced researcher and evaluator who leads a portfolio of federally and privately funded studies that use experimental, quasi-experimental, and descriptive designs. The focus of her work is on educator quality in K-12 , including teacher preparation and effectiveness.

Calonie Gray, Ph.D.

Senior Social Science Research Analyst
Administration for Children and Families

Calonie Gray is a Senior Social Science Research Analyst within the Administration for Children and Families, Office of Planning, Research, and Evaluation. She has interests in quantitative methods, adolescent development, substance abuse, and health equity. Prior to her federal service, she worked in private and local government settings conducting applied research and evaluations targeting public health issues, particularly among populations experiencing physical and social vulnerabilities.

Sarah Hansen, Ph.D.

Assistant Professor
Georgia State University

Sarah Hansen, Ph.D is an assistant professor of Special Education at Georgia State University whose research is focused on early social communication skills for children with ASD. She received her Ph.D in Special Education from University of Oregon. Sarah grew up in California, just north of San Francisco. In addition to research and teaching, Sarah enjoys reading, cooking, music, and her cat, Maxx.

Alyssa Henry, Ph.D.

IES Postdoctoral Fellow
University of Virginia

Alyssa Henry is a National Center for Special Education Research Postdoctoral Fellow (funded by the Institute of Education Sciences) at the Curry School of Education and Human Development at the University of Virginia. Her work examines school-based interventions to concurrently support the social and academic needs of students with autism spectrum disorder.

Shannon Holmes, Ph.D.

Assistant Professor
University of Missouri

Shannon Holmes earned her Ph.D. in school psychology from the University of Nebraska-Lincoln. She completed a postdoctoral fellowship through the Institute of Education Sciences Interdisciplinary Research and Training Program in the department of Educational, School & Counseling Psychology. Her areas of interest include the application of implementation science to school psychology, the measurement and promotion of fidelity of implementation, and family-school partnerships.

Madhavi Jayanthi, Ed.D.

Research Director
Instructional Research Group

Madhavi Jayanthi is the research director at Instructional Research Group, Los Alamitos, California. Her current research interests include developing effective interventions for students with mathematics difficulties or disabilities at the elementary and middle school level.

Sara Jozwik, Ed.D.

Assistant Professor
University of Wisconsin-Wilwaukee

Sara Jozwik is an Assistant Professor of Teaching and Learning in the Exceptional Education program at the University of Wisconsin-Milwaukee. She has 20 years of experience in the field of special education and regularly teaches courses on assessment, assistive technology, and literacy. Her research explores practices that promote language and (bi)literacy development for emergent bilingual students with disabilities.

Debbie Kim, Ph.D.

Senior Research Scientist
NORC at the University of Chicago

Debbie Kim is a Senior Research Scientist at NORC at the University of Chicago. She employs institutional and organizational theory lenses to study education policy design, implementation, and outcomes. In particular, she examines the organizational and individual factors that shape implementation of evidence-based interventions. She earned her Ph.D. in Human Development and Social Policy at Northwestern University.

Sara Krowka, Ph.D.

Research Associate
Instructional Research Group

Sarah Krowka is a Research Associate with Instructional Research Group. Her work as an educator and researcher focuses on exploring and developing instructional methods to support the academic and social outcomes for students who struggle in these areas. She has supported the development and implementation of programmatic research on topics such as mathematics and reading intervention, cognitive characteristics associated with mathematics difficulty, and misconceptions in mathematics.

Sean McCabe, Ph.D.

Professor
University of Michigan

Dr. Sean Esteban McCabe is an internationally recognized scholar in the areas of epidemiology of substance use disorders, prescription medication use/misuse, sexuality, school-based research, and survey methodology. He has clinical experience treating adolescents, young adults and adults with substance use disorders. He directed the University of Michigan Substance Abuse Research Center and co-directs the Center for the Study of Drugs, Alcohol, Smoking and Health.

Heather McDaniel, Ph.D.

Assistant Professor
University of Virginia

Heather McDaniel is an Assistant Professor of Education on the research faculty at the Curry School of Education at the University of Virginia and affiliate of the Youth-Nex Center. Her research interests are focused on promoting positive social, emotional, behavioral and academic outcomes for youth and families through the implementation of school mental health services and utilization of advanced quantitative methodologies in school-based research.

Kellina Pyle, Ph.D.

Assistant Research Professor
Florida International University

Dr. Pyle is an assistant research professor with the Center for Children and Families at Florida International University. Her current focus is on coordinating two federally-funded grants which both examine school-based interventions for children with ADHD. Her research interests include the assessment and treatment of children with challenging behaviors, particularly those with ADHD and autism spectrum disorder (ASD), and school-based applications of behavioral interventions.

Joseph Raiker, Ph.D.

Assistant Professor
Florida International University

Dr. Raiker is an Assistant Professor of Psychology at Florida International University. He oversees a treatment program focused on improving behavioral, academic, and social functioning in children with behavior problems. His research is dedicated to refining current approaches to diagnosis and treatment of ADHD and improving understanding of the mechanisms contributing to the disorder across multiple levels of analysis.

Nicole Schatz, Ph.D.

Research Assistant Professor
Florida International University

Nicole Schatz, PhD is a Research Assistant Professor with the Psychology Department and the Center for Children and Families at Florida International University. Dr. Schatz's program of research focuses on evidenced-based interventions for children and adolescents with ADHD. This work includes an emphasis on behavioral interventions to reduce impairment in academic settings.

Jessica Scott, Ed.D.

Assistant Professor
Georgia State University

Dr. Jessica Scott is an assistant professor in deaf education at Georgia State University. Her primary research interests are in the literacy development of deaf and hard of hearing students who use American Sign Language as their primary mode of communication. She is particularly interested in academic language development and its relationship with reading comprehension for this population.

Chia-Lin Tsai, Ph.D.

Assistant Professor
University of Northern Colorado

Chia-Lin Tsai is an assistant professor in the Department of Applied Statistics and Research Methods at the University of Northern Colorado. Her research interests include scale development and validation, teacher evaluation, and student success. Her methodology research focused on validity and reliability issues in measurement.

Ann Wallisch, Ph.D.

Postdoctoral Fellow
Juniper Gardens Children's Project/ University of Kansas

Dr. Anna Wallisch is a postdoctoral fellow at the Juniper Gardens Children’s Project with a clinical background in occupational therapy. Anna recently received a NIH F32 Postdoctoral Training grant to examine challenging eating behaviors in children with ASD. Her research also focuses on understanding the heterogeneity of ASD to inform early identification and treatment response, as well as utilizing technology to increase access to services.

Denise Whitford, Ph.D.

Assistant Professor
Purdue University

Dr. Denise K. Whitford is an Assistant Professor in the Educational Studies Department, within the College of Education at Purdue University. Prior to entering academia, Dr. Whitford served as a special education middle school and high school teacher in a culturally and linguistically diverse region of California. Dr. Whitford’s primary research focuses on discriminatory discipline and she works to promote the goal of recruiting and training.

Sponsors

This training institute is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant Number R324B180003 to the Regents of the University of Michigan.

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