User:Kalane2/sandbox

3C Institute is a private, for-profit research and development company based in Cary, North Carolina. The company develops evidence-based social and emotional learning products for children, adolescents, and parents. 3C Institute also partners with researchers and program providers to develop customized digital information delivery systems, such as intelligent games, e-training platforms, and web-based assessments.

Background
3-C Institute for Social Development was founded in 2001 by clinical psychologist Dr. Melissa DeRosier. The organization changed its name to 3C Institute in 2013. Dr. DeRosier received her doctorate from UNC-Chapel Hill in 1992 and completed a two-year fellowship at Duke University Medical Center. She then worked on a five-year federal grant examining bullying and violence prevention in Wake County, North Carolina schools. She observed that teachers and schools were using non-evidence-based programs to improve social and emotional skills and founded the company to address this research-to-practice gap. The company sought Small Business Innovation Research (SBIR) funding for the development of its products. Since 2001, the company has expanded to 75 employees and received $25 million in SBIR funding from agencies such as the U.S. Department of Education, National Institutes for Health, and the Centers for Disease Control.

Awards
3C Institute was recognized with the U.S. Small Business Association’s Tibbetts Award in 2011 and received a special Award of Excellence for Innovation and Social Entrepreneurship in 2014 from the U.S. Small Business Administration, which highlights entrepreneurs who find unique and novel solutions to social problems.

Products and Services
3C Institute has developed web- and game-based interventions to address children and adolescents’ behavioral and social problems. The company’s flagship product, Social Skills Group Intervention (S.S.GRIN), received recognition from the Substance Abuse and Mental Health Services Administration (SAMHSA) as a mental health promotion winner in 2010. The effectiveness of S.S.GRIN was proven by tracking 1,500 students over three years in 10 schools. S.S.GRIN for High-Functioning Autism is listed in SAMHSA’s National Registry of Evidence-based Programs and Practices and the National Autism Network.

Other products include Zoo U Assessment, a game-based social skills assessment for elementary school students, Zoo U, a social-emotional learning game for elementary school students that is in development , and Stories in Motion, a social-emotional learning game for elementary school students with high-functioning autism that is in development.

3-C Technologies, a division of 3C Institute, works with outside clients to develop programs to help researchers collect and translate data better. 3C has developed training models for school psychologists and others to help them apply the interventions more accurately and effectively. A notable project has been the Student Curriculum on Resilience Education (SCoRE), which helps first-year college students adjust to the unique stresses of college life and was created in partnership with Leading Education and Awareness for Depression (LEAD), ,.

Published Works
Researchers at the company have published in numerous academic journals and books since the company’s founding.


 * 1) DeRosier, M. E. (Ed.). (2014). Social Skills Assessment Through Games: The New Best Practice.Cary, NC: Interchange Press.
 * 2) DeRosier, M. E., Kameny, R., Holler, W., Davis, N. O., & Maschauer, E. (2013). Career progress in online and blended learning environments. Academic Psychiatry, 37, 98-103. doi: 10.1176/appi.ap.11070137
 * 3) Leary, K. A., & DeRosier, M. E. (2012). Factors promoting positive adaptation and resilience during the transition to college. Psychology, 3, 1215-1222.
 * 4) Kameny, R., DeRosier, M., Taylor, L., McMillen, J., Knowles, M., & Pifer, K. (2013). Barriers to career success for minority researchers in the behavioral sciences. Journal of Career Development.doi:10.1177/0894845312472254
 * 5) DeRosier, M. E., Craig, A. B., & Sanchez, R. P. (2012). Zoo U: A stealth approach to social skills assessment in schools. Advances in Human-Computer Interaction. doi:10.1155/2012/654791
 * 6) DeRosier, M. E., McMillen, J. S., & Thomas, J. M. (2011). Intelligent social tutoring system for children: Application of interactive software technology to the assessment and development of social problem solving. In A. Columbus (Ed.), Advances in Psychology Research, Vol. 72 (pp. 99-132). Hauppauge, NY: NovaScience.
 * 7) DeRosier, M. E., & Lloyd, S. W. (2011). The impact of children's social adjustment on academic outcomes. Reading & Writing Quarterly, 27, 25-47.
 * 8) DeRosier, M., McMillen, J., Davis, N., Kameny, R., & Hoffend, C. (2011). Tools to support career advancement of diverse social, behavioral, and mental health researchers: Comparison of in-person and online training delivery modes. Journal of Online Learning and Teaching, 7. Retrieved from http://jolt.merlot.org/Vol7_No1.htm
 * 9) DeRosier, M. E., Swick, D. C., Davis, N. O., McMillen, J .S., & Matthews, R. (2010). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-010-1128-2
 * 10) Mercer, S. H., & DeRosier, M. E. (2010). Selection and socialization of internalizing problems in middle childhood. Journal of Social and Clinical Psychology, 29, 1031-1056. doi: 10.1521/jscp.2010.29.9.1031
 * 11) Mercer, S. H., & DeRosier, M. E. (2010). A prospective investigation of teacher preference and student perceptions of the student-teacher relationship. Psychology in the Schools, 47, 184-192. doi: 10.1002/pits.20463
 * 12) Thomas, J. M. & DeRosier, M.E. (2010). Toward effective game-based social skills tutoring for children: An evaluation of a social adventure game. Proceedings of the 5th International Conference on Foundations of Digital Games, Monterey, California: USA.
 * 13) DeRosier, M. E. & Mercer, S. H. (2009). Perceived atypicality as a predictor of peer rejection and victimization: Implications for emotional adjustment and academic achievement. Psychology in Schools, 46, 375-387. doi: 10.1002/pits.20382
 * 14) Mercer, S. H., McMillen, J. S., & DeRosier, M. E. (2009). Aggressive and prosocial classroom descriptive norms as predictors of change in children’s aggression and victimization. Journal of School Psychology, 47, 267-289.
 * 15) Harrell, A. W., Mercer, S. H., & DeRosier, M. E. (2008). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Family Studies, 18, 378-387.
 * 16) Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46(6), 661-685.
 * 17) DeRosier, M. E. (2008). Peer relations research. In W. Darity (Ed.), International Encyclopedia of the Social Sciences (2nd ed., Vol. 6, pp. 202-204). Detroit: Macmillan.
 * 18) DeRosier, M. E. (2008). Social Skills GRoup INtervention (S.S.GRIN) - Parent Guide (S.S.GRIN - PG): Professional Manual (3rd ed.). Cary, NC: 3-C Institute for Social Development.
 * 19) Harrell, A. W., & DeRosier, M. E. (2008). Social Skills GRoup INtervention - Adolescents (S.S.GRIN - A): Professional Manual (3rd ed.). Cary, NC: 3-C Institute for Social Development.
 * 20) DeRosier, M. E. (2008). Interventions, social skills. In W. Darity (Ed.), International Encyclopedia of the Social Sciences (2nd ed., Vol. 4, pp. 119-120). Detroit: Macmillan.
 * 21) DeRosier, M. E. (2007). Peer victimized and rejected children: Promoting school-based adjustment through social skills intervention. In J.E. Zins, M.J. Elias, & C.A. Maher (Eds.), Handbook of prevention and intervention in peer harassment, victimization, and bullying (pp. 257-271). New York: Haworth Press.
 * 22) DeRosier, M. E. (2007). Social Skills GRoup INtervention (S.S.GRIN): Professional Manual (Grades K-2) (4th ed.). Cary, NC: 3-C Institute for Social Development.
 * 23) DeRosier, M. E. (2007). Social Skills GRoup INtervention (S.S.GRIN): Professional Manual (Grades 3-5) (4th ed.). Cary, NC: 3-C Institute for Social Development.
 * 24) DeRosier, M. E., & Brightwood, L.H. (2007). LifeStories for Kids: Enhancing character development and social skills through storytelling: Professional Manual (Grades K-2) (4th ed.). Cary, NC: 3-C Institute for Social Development. Cary, NC: 3-C Institute for Social Development.
 * 25) Brightwood, L. H., & DeRosier, M. E. (2007). LifeStories for Kids: Enhancing character development and social skills through storytelling: Professional Manual (Grades 3-5) (2nd ed.). Cary, NC: 3-C Institute for Social Development.
 * 26) DeRosier, M. E. (2007). Peer-rejected and bullied children: A Safe Schools initiative for elementary school students. In J. Zins, M. Elias, & C. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 257-278). Binghamton, NY: Hawthorn.
 * 27) DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children's social behavior. Journal of Child and Family Studies, 16, 660-670.
 * 28) DeRosier, M. E., & Mercer, S. H. (2007). Improving student social behavior: The effectiveness of a school-based character education program. Journal of Research in Character Education, 5(2), 131-148.
 * 29) DeRosier, M. E., & Newcity, J. (2005). Students’ perceptions of the school climate: Implications for school safety. Journal of School Violence, 4(3), 3-20.
 * 30) DeRosier, M. E., & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child & Adolescent Psychology, 34(1), 140-150.
 * 31) DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child & Adolescent Psychology, 33(1), 196-201.
 * 32) DeRosier, M. E. (2004). The social climate of schools in the aftermath of 9-11: Ethnic differences in children’s peer relations. Journal of School Violence, 3, 5-16.
 * 33) Guerra, V. S., Asher, S. R., & DeRosier, M. E. (2004). Effect of children’s perceived rejection on physical aggression. Journal of Abnormal Child Psychology, 32(5), 551-563.
 * 34) DeRosier, M. E., & Thomas, J. M. (2003). Strengthening sociometric prediction: Scientific advances in the assessment of children's peer relations. Child Development, 74(5), 1379-1392.
 * 35) Kupersmidt, J. B., & DeRosier, M. E. (2004). The role of peer relations in the development of negative outcomes: Explanatory processes. In K. Dodge & J. Kupersmidt (Eds.), Children’s peer relations: From development to intervention (pp. 119-138). Washington, DC: American Psychological Association.
 * 36) DeRosier, M. E. (2002). Group interventions and exercises for enhancing children's communication, cooperation, and confidence. Sarasota, FL: Professional Resources Press.

Funding
The company has received many grants and contracts.

Current Funding

 * 1) OMMS Phase II: “Mobile Technology and Online Tools to Track Adherence in Chronic Illness Patients” Phase II SBIR Grant (2R44DP003101-02) CDC, Project Dates: 9/30/2013 – 9/29/2015, $927,240: Janey McMillen (PI); This Phase II SBIR grant will build on Phase I feedback to finalize the fully functioning product and conduct a field test examining the degree to which the OMMS enhances treatment adherence outcomes among adolescents with a variety of chronic illnesses.
 * 2) NIDA CenterVention Phase I: “Web-based Tool for the Dissemination of Evidence-based Interventions for ATOD Prevention” Phase I SBIR Grant (1R43DA035014-01) NIDA, Project Dates: 9/15/2013 – 8/31/2014, $152,398 : Janey McMillen (PI); This Phase I SBIR project will test the feasibility, acceptability, and utility of incorporating ATOD EBIs into a web-based tool (Centervention) currently designed to support dissemination and quality implementation of mental health EBIs for youth within school settings.
 * 3) Hall of Heroes Phase II: “An Interactive Social Tutoring System to Improve and Measure Social Goals for Students in Preparation for the Transition to Middle School” Phase II Contract (ED-IES-13-C-0041) DoE, Project Dates: 5/10/13 -5/10/15; $899,983: Melissa DeRosier (co-PI), Ashley Craig (co-PI); This Phase II SBIR project continues the iterative development and refinement of the Hall of Heroes ISTS software with the capacity to dynamically adapt training to the individual student and document their progress for specific measurable social goals.
 * 4) SCoRE for ASD Fast Track: “Dynamic e-learning to improve postsecondary transition outcomes for secondary students with high functioning autism” Fast Track Contract (ED-IES-13-C-0026) DoE, Project Dates: 5/3/13- 11/3/15; $1,049,967: Debra Childress (co-PI), Ann Sam (co-PI); This Fast Track SBIR project (Phases I and II) will yield dynamic interactive software specifically designed to enhance resilience strategies needed by 11th and 12th grade students with HF-ASD to successfully transition to postsecondary learning.
 * 5) SCoRE for ASD: “Resilience Education for Increasing Success in Postsecondary Education”: Phase I grant (8488), Autism Speaks, Project Dates: 1/1/2013 – 6/30/2014; $99,996: Melissa DeRosier (PI); This Autism Speaks Small Business Innovation Grant will develop a behavioral intervention deployed through innovative interactive technologies and keyed to the unique needs of young adults with HF-ASD in order to increase their likelihood of educational success.
 * 6) WDT-C Phase II: “Web-Based Dissemination Tool for Community Mental Health”: Phase II grant (2R44MH086983-03), NIMH, Project Dates 9/8/12 – 5/31/15; $1,666,411: Janey McMillen (PI); This Phase II SBIR project will continue research and development of the Web-Based Dissemination Tool for Community Mental Health (WDT-C), a flexible technology infrastructure specifically designed to foster quality implementation of MH EBIs within community MH service settings on a broad scale.
 * 7) RIMS Phase II: “Research Implementation and Management System”: Phase II grant (9R44TR000176-02A1), NCATS, Project Dates 8/1/12 – 7/31/14; $1,248,009: Chris Hehman (co-PI), Rebecca Kameny (co-PI); The proposed work will continue the research and development of the Research Implementation and Management System (RIMS). This innovative product will be the first integrated system of online research tools specifically designed to meet the needs of researchers in the social and behavioral sciences.
 * 8) Cuentos Phase II: “Cuentos de la Vida: Exploring Cultural Heritage through Storytelling”: Phase II grant (2R44HD059283-02), NICHD, Project Dates: 9/1/10-5/31/14; $1,122,529.  Melissa DeRosier (PI); The goal of this Phase II SBIR project is to continue the research and development of a school-based cultural heritage curriculum for upper elementary school students, Cultural Heritage Stories for Kids: Latino Series (hereafter CHSK:LS), to create the full product, including a story library of traditional and acculturation stories from different Latino cultures (e.g., Mexican American, Puerto Rican, Cuban), present by professional Latino storytellers in both English and Spanish.
 * 9) WDT-S Phase II: “Web Tool to Disseminate Empirically-based Interventions to Schools”: Phase II grant (2R44MH084375-03), NIMH, Project Dates: 6/1/11 – 5/31/14; $1,338,619. Melissa DeRosier (co-PI), Janey McMillen (co-PI). The goal of this Phase II SBIR is to continue the research and development of CenterVention, a web-based technology infrastructure designed to promote broad-scale quality implementation of school MH EBIs. CenterVention will provide cost-effective high quality training, on-going implementation assistance, intervention resources, and adherence monitoring to support EBI implementation and sustainability within schools.

Completed Funding

 * 1) NIDRR Phase I: “Accommodation integrated technology to minimize the impact of disability on students’ assessment performance” Phase I SBIR Grant (H133S130059) DoE, Project Dates: 10/01/2013 – 3/31/2014, $74,995: McMillen (PI); The goal of this SBIR Phase I project is to integrate Universal Design principles for assessment into the development and testing of Assess2Progress: an innovative web-based system by which K-5th grade teachers can independently create assessments of any type in any subject area and deploy that assessment to one or more students with embedded text-to-speech functions, audio controls, and visual accommodations.
 * 2) PWEC Phase I: “Promoting School Readiness and Successful Transitions through Parent Training” Phase I SBIR Grant (1R43HD078041-01) NIH/NICHD, Project Dates: 07/01/2013 – 12/31/2013, $149,998: Lorraine Taylor (PI); This Phase I SBIR project will develop a prototype of Parent Ways for Early Childhood (PWEC), an innovative parent intervention technology product for facilitating school readiness and the smooth transition to formal schooling for children ages 3-5 years.
 * 3) NIDA Game Contract: “For Life: An Online Relapse Prevention Tool for Adolescent Substance Abusers” Phase I SBIR Contract (HHSN271201300005C) NIDA/NIH, Project Dates: 6/15/2013 – 12/14/2013; $146,853: Rebecca Sanchez (co-PI), Ashley Craig (co-PI); This Phase I SBIR project will develop and test a prototype for a game-based product, For Life, for relapse prevention for adolescent substance abusers who have completed a treatment program.
 * 4) SIM-SR Phase I: “Dynamic narrative generation software to improve social and behavioral school readiness skills needed for the successful transition to grade school” Phase I Contract (ED-IES-13-C-0034) DoE, Project Dates: 5/7/13 – 11/7/13; $149,994: Lorraine Taylor (co-PI), Rebecca Sanchez (co-PI); This Phase I SBIR project will create a technology product that will engage students in personalized story generation for step-wise learning of social, emotional, and behavioral skills needed to successfully transition to grade schooling.
 * 5) SST-HFA Fast Track: “A Computer-based Social Intervention for Students with High Functioning ASD: Using Technology to Improve Special Education”: Fast Track contract (ED-IES-11-C-0033), DoE, Project Dates: 6/30/11 – 12/31/13; $1,049,987; Janey McMillen (PI). Through this project (Phase I and Phase II), cutting-edge narrative generation technology will be used to transform the traditional social story intervention into a fully interactive computer-based social intervention, Social Story Theater (SST), for elementary students with HF-ASD.
 * 6) ICD Phase I: “Individualized Training and Practice in Research Career Navigation Skills”: Phase I grant (1R43TR000256-01), NIH/NCRR, Project Dates 8/20/12 – 8/19/13; $294,927: Melissa DeRosier (PI); This project will create an interactive software product that provides individualized training and practice in career navigation skills to clinical and translational scientists on a broad scale.
 * 7) PERSY Phase I: “Parent Education and Resources for Self-Injurious Youth”: Phase I grant (1R43HD071660-01A1), NICHD/NIMH, Project Dates 9/1/12 – 8/31/13; $263,128: Lorraine Taylor (co-PI), Janis Whitlock (co-PI); The proposed SBIR project will develop and test an online psychoeducation program to address critical areas for parents of adolescents and young adults who are in treatment for non-suicidal self-injurious youth. The PERSY program will be a self-directed tool to increase parental awareness and understanding of NSSI.
 * 8) Universal ISTS Phase II (Zoo U): “An Interactive Social Tutoring System to Improve and Measure Social Goals for Students Related to Academic and Other School-Related Outcomes”: Phase II contract (ED-IES-11-C-0039), DoE, Project Dates: 6/30/11 – 6/28/13; $849,989; Melissa DeRosier (Co-PI), Jim Thomas (Co-PI). This SBIR project will leverage 3-C’s expertise to create innovative social learning software (entitled “Zoo U”) for 3rd-4th grade students with accompanying online professional development and implementation tools for teachers.
 * 9) SSGRIN-PGA Phase II: “Improving Social-Behavioral Adjustment in Adolescents through Parent Training”: Phase II grant (9R44HD069183-02), NIMH, Project Dates: 4/15/11 – 3/31/13; $995,625. Amanda Harrell (co-PI), Justin Parker (co-PI). This Phase II SBIR project will continue the research and development (R&D) of a unique parent training intervention product, the Parent Guide to Adolescent Social-Behavioral Development (PGA). PGA is specifically designed to help parents learn and practice strategies to effectively help their teen through the interpersonal struggles of adolescence (with peers and family members). PGA will help parents learn how to work collaboratively with their adolescent to achieve social goals, thereby building parental confidence, reducing related parental stress, and enhancing parent-teen communication.
 * 10) See It Be It Phase I: “See it Be it: Interactive Technology to Increase School Engagement and Prevent Dropout”: Phase I grant (1R43MD007143-01), NIMHHD/NICHD, Project Dates: 7/5/12 – 1/31/13; $148,015: Ndidi Okeke-Adeyanju (PI), Melissa DeRosier (co-I); The proposed SBIR project, See It, Be It, will develop and test an innovative intervention that aids youth in forming school-based possible selves (i.e., cognitive representations of an individual’s aspirations and goals).
 * 11) Zoo U Grade 5 Phase I:  “An Interactive Social Tutoring System to Improve and Measure Social Goals for Students in Preparation for the Transition to Middle School”: Phase I grant (ED-IES-12-C-0036), DoE, Project Dates: 6/22/12 – 12/20/12; $149,998: Melissa DeRosier (co-PI), Rebecca Sanchez (co-PI); This SBIR project will yield a cost-effective, time-efficient, and innovative method to improve 5th grade students’ social literacy through interactive ISTS software.
 * 12) MAS-HM Phase I:  “Mobile Technology & Online Tools to Track Adherence in Chronic Illness Patients”: Phase I grant (1R43DP003101-01), CDC, Project Dates: 9/1/11 – 8/31/12; $149,990: Janey McMillen (PI); The goal of this Phase I project is to develop and test a technology infrastructure to support creation and broad scale deployment of C-SM for mobile devices.
 * 13) SSGRIN-PG Competing Renewal: “Continuing the research and development of parent treatment for child social adjustment”: Competing Renewal grant (2R44MH065718-04), NIMH, Project Dates: 9/08-8/11; $2,374,247; Melissa E. DeRosier (Co-PI), Amanda W. Harrell (Co-PI) The proposed project will support the further product development so that the Parent Guide can be successfully extended into the school setting, a primary mental health sector for children, and will also ensure extensive, large-scale testing of this product to address key research questions that are imperative for achieving both scientific and commercial goals.
 * 14) WDT-C SUPPLEMENT: “Web-based Dissemination Tool (WDT) for Community Health Supplement”: Supplementary grant (3R43MH086983-02S1), Recovery Act, Project Dates: 9/27/10-9/26/11; $240,698. Janey McMillen (co-PI), Danielle Swick (co-PI). This supplement grant will build on the WDT-C Phase I project by creating a WDT treatment outcomes module and conducting an additional feasibility test. The proposed supplemental research is expected to demonstrate strong support for the treatment outcomes module across all stakeholder groups. With the addition of this module, the final WDT product has the potential for significantly advancing treatment fidelity and efficacy of community mental health EBIs.
 * 15) RIMS Phase I:  “Web-based Research Implementation & Management System for Human Participants”:  Phase I grant (1R43RR030780-01), Recovery Act, Project Dates: 7/8/10-7/7/11; $199,995.  Melissa DeRosier, Rebecca Kameny, Chris Hehman (co-PIs);  Supports initial prototype development and feasibility testing for the Research Implementation and Management System (RIMS) – an integrated suite of tools for the many tasks required to conduct research with human participants, including recruitment, screening and randomization, human participant protections, measure construction, data collection and tracking, and database management.
 * 16) WDT-C Phase I: “Web-based Dissemination Tool (WDT) for Community Mental Health”: Phase I grant (1R43MH086983-01), NIMH, Project Dates: 9/09-5/11; $499,986; Danielle Swick (Co-PI), Janey S. McMillen (Co-PI). This project supports the development of a web-based dissemination tool that will advance our understanding of how to successfully integrate Evidence Based Intervention (EBI) into everyday practice within community mental health settings thereby increasing the likelihood that EBIs will be adopted, used as intended, and sustained in every practice.
 * 17) HFA ISTS Phase I: “An Interactive Social Tutoring System to Improve and Measure Social Goals for Students with High Functioning Autism Spectrum Disorders”: Phase I grant (H133S100053), DoE, Project Dates: 10/1/10 – 4/1/11; $74,995.00. Naomi Ornstein Davis (PI); The primary commercial application of this project will be a software program using innovative interactive technology specifically designed to provide social skills training to K-2nd grade students with high functioning ASD. The program will also provide teachers with a means to track and document students’ progress towards goals and will be accompanied by professional development tools for teachers.
 * 18) CSBY Phase II: “Reducing Behavioral Health Disparities for Black Youth”: Phase II grant (2R44HD049938-02), NICHD, Project Dates: 4/08-3/11; $749,843. Melissa E. DeRosier (PI); This project supports full development of a social-behavioral intervention curriculum specifically for Black Youth to help reduce or eliminate behavioral health disparities as well as efficacy testing with children, parents, and professionals.
 * 19) Universal ISTS Phase I:  “An Interactive Social Tutoring System to Approve and Measure Social Goals for Students Related to Academic and Other School-Related Outcomes”: Phase I contract (ED-IES-10-P-0114), US Dept of Education, Project Dates: 6/15/10-12/14/10; $99,992; Melissa DeRosier (Co-PI), Jim Thomas (Co-PI).  This project (Phase I) will leverage 3-C’s expertise to create a computer-based interactive social tutoring system (ISTS) for K-5th grade students with accompanying online professional development and implementation tools for teachers.
 * 20) WDT-S Phase I: “Web Tool to Disseminate Empirically-based Interventions to Schools”: Phase I grant (1R43MH084375-01), NIMH, Project Dates: 9/08-8/10; $499,198. Melissa E. DeRosier (PI); This project supports the development of a web-based dissemination tool that will advance our understanding of how to successfully integrate Evidence Based Intervention (EBI) into everyday practice within schools thereby increasing the likelihood that EBIs will be adopted, used as intended, and sustained in every practice.
 * 21) SSGRIN-EC Phase II: “Extending Evidence-based Social Skills Training to Young Children”: Phase II grant (2R44MH077363-02), NIMH, Project Dates: 4/08-4/11; $749,888. Janey S. McMillen (PI); This project supports full development of a social skills training curriculum specifically for young children (ages 4-6 years) as well as efficacy testing with children, parents, and professionals.
 * 22) CHSK: African American Phase I: “LifeStories for Black Youth: Exploring Cultural Heritage through Storytelling”: Phase I grant (1R43HD060383-01), NICHD, Project Dates: 4/09-9/10; $199,995. Amanda W. Harrell (PI); This project supports the development of a culturally relevant school-based curricula focused on Black cultural heritage in order to reduce behavioral health disparities in Black children (grades 3-5).
 * 23) Training Phase II:  “Web-based training and networking tool to promote broader dissemination of mental health research training and educational programs ”:  Phase II contract (HHSN271200774100C), NIMH; Project dates: 5/07 – 4/10; $1,124,986; Melissa E. DeRosier (PI); This project supports full development and testing of a website for archiving and linking DSIR-supported training, educational, and career development programs in child and adolescent mental health intervention and services research.
 * 24) Leadership Phase II:  “Increasing Diversity in Advanced Research and Executive Leadership in Mental Health”:  Phase II contract (HHSN271200774104C), NIMH, Project Dates: 5/07 – 4/10; $1,124,985; Melissa DeRosier (PI); This project supports the continued development and testing of on-line and in-person training and support services to further executive leadership skills and career development in child and adolescent mental health intervention and services research fields, particularly for scientists who are women and/or persons of color.
 * 25) SSGRIN-A PG Phase I: “Improving social-behavioral adjustment in adolescents through parent training”: Phase I grant (1R43MH082459-01A2), NIMH, 3/09 – 8/09; $99,981; Amanda W. Harrell (PI). This project supports the development of a parent-based intervention product that parallels an existing evidenced-based adolescent-focused intervention product (i.e., S.S.GRIN-A).
 * 26) CHSK: Latino Phase I: “Cuentos de la Vida: Exploring Cultural Heritage through Storytelling”: Phase I grant (1R43HD059283-01), NICHD, Project Dates: 9/08-9/09; $199,697. Melissa E. DeRosier (PI). This project supports the development of culturally relevant school-based curricula focused on Hispanic cultural heritage in order to reduce behavioral health disparities in Hispanic children (grades 3-5).
 * 27) SSGRIN-HFA Phase II:  “Adapting Evidence-Based Social Skills Training for Individuals with High Functioning Autism”:  Phase II contract (HHSN271200664102C), NIMH, Project Dates: 10/06 – 9/09; $1,124,933; Melissa E. DeRosier (PI); This project supports full development of a social skills training curriculum specifically for children (ages 8-12 years) with high functioning autism spectrum disorders as well as efficacy testing with children and parents.
 * 28) Insight/ELC Phase II:  “Social and Emotional Skills Training with Young Children”:  Phase II grant (5R44MH070162-03A1), NIMH, Project Dates: 5/07 – 4/09; $886,978; Janey McMillen (PI); This project supports the continued development of a multi-media emotional intelligence intervention for young children (ages 5-7) and the test of its efficacy within clinic-and school-based settings.
 * 29) ISTS Phase I:  “Extending Social Skills Training for Children Through Interactive Technology”: Phase I grant (1R43MH081385-01), NIMH, Project Dates: 9/07-8/08; $240,453; Melissa E. DeRosier (PI); This project supports extension of an existing evidence-based small group SST program for children (SSGRIN; Social Skills Group Intervention) into the home environment through a computer-based interactive social training system (ISTS).
 * 30) 4Researchers/ Dissemination Phase II:  “Child Mental Health Intervention Operational Archive Project”:  Phase II contract (HHSN278200444060C), NIMH-DSIR; Project dates: 9/04 – 9/07; $1,138,645; Melissa E. DeRosier (PI); This project supports the full development, pilot testing, and commercial launching of an on-line operational archive and e-training center for child and adolescent mental health researchers regarding the ‘how-tos’ for conducting intervention and services research.
 * 31) LifeStories/Interact Phase II:  “Multimedia Strategies to Enhance Child Treatment Effects”:  Phase II grant (5R44MH070171-03), NIMH, Project Dates: 8/05 – 7/07; $748,701; Melissa E. DeRosier (PI); This project supports the continued development of Interact!, the multi-media social skills intervention for middle childhood (ages 8-12) and the test of its efficacy within clinic- and school-based settings.
 * 32) SSGRIN-EC Phase I: “Extending Evidence-based Social-behavioral Skill Training to Young Children”:  Phase I grant (1R43MH077363-01A1), NIMH; Project dates: 2/07 – 7/07; $106,695; Melissa E. DeRosier (PI); This project supports the initial development and testing of a SSGRIN-EC, a social skills small group intervention for children in early childhood (ages 4-6 years).
 * 33) Disparities/BPSS/CSBY Phase I:  “Reducing Behavioral Disparities for Black Youth”:  Phase I grant (1R43HD049938-01A1), NICHD; Project dates:  8/06 – 7/07; $99,488; Stephanie Coard (PI); This project supports the initial development and testing of a culturally relevant child intervention for black youth to better prevent and decrease behavioral health disparities.
 * 34) Leadership Phase I:  “Increasing Diversity in Advanced Research and Executive Leadership in Mental Health”:  Phase I contract (HHSN278200553104C), NIMH, Project Dates: 10/05 – 4/06; $99,996; Janey McMillen (PI); This project supports the initial investigation of on-line and in-person training and support services to further executive leadership skills and career development in child and adolescent mental health intervention and services research fields, particularly for scientists who are women and/or persons of color.
 * 35) Training Phase I:  “Web-based Networking Tool for Mental Health Research and Educational Training”:  Phase I contract (HHSN278200443100C), NIMH; Project dates: 9/04 – 9/05; $199,696; Melissa E. DeRosier (PI); This project supports the development and feasibility testing of a website prototype for archiving and linking DSIR-supported training, educational, and career development programs in child and adolescent mental health intervention and services research.
 * 36) SSGRIN-HFA Phase I:  “Adapting Evidence-Based Social Skills Training for Children with High Functioning Autism”:  Phase I contract (HHSN278200553102C), NIMH, Project Dates: 10/05 – 4/06; $99,670; Melissa E. DeRosier (PI); This project supports initial development of a social skills training curriculum specifically for children with high functioning autism spectrum disorders as well as feasibility testing with parents, professionals, and children.
 * 37) SSGRIN-A Phase II:  “Social Skills Training for Aggressive Adolescents”: Phase II grant (5R44MH068075-03), NIMH; Project dates:  4/04 – 9/06; $749,206; Melissa E. DeRosier (PI); Completes development of a multi-media social skills training intervention for adolescents that parallels the child social skills group intervention (SSGRIN) and supports the clinical trial of the efficacy of the complete product.
 * 38) Insight/ELC Phase I:  “Social and Emotional Skills Training with Young Children”:  Phase I grant (1R43MH070162-01), NIMH, Project Dates:  12/03 – 5/04; $107,000; Melissa E. DeRosier (PI); This project supported the development of the prototype for a multi-media emotional intelligence intervention for young children (ages 5-7) and test of its feasibility with child mental health professionals and families.
 * 39) Interact/LifeStories Phase I:  “Joining Schools and Families in Social Skills Training”:  Phase I grant (1R43MH070171-01), NIMH, Project Dates:  12/03 – 5/04; $107,000; Melissa E. DeRosier (PI); This project supported the development of the prototype for a multi-media social skills intervention for middle childhood (ages 8-12) and test of its feasibility with child mental health professionals and families.
 * 40) Dissemination Phase I:  “Mental Health Intervention and Services Operational Archive”:  Phase I contract (N43MH32060), NIMH, Project Dates:  5/03 – 5/04; $170, 637; Melissa E. DeRosier (PI); This project provided support to interview senior mental health researchers regarding process data for conducting intervention and dissemination research and used that information to develop and test a prototype for a website to disseminate intervention implementation data.
 * 41) Parent Guide Phase II:  “Parent Involvement in Social Skills Interventions”:  Phase II grant (5R44MH065718-03), NIMH); Project dates:  4/03 – 3/05; $749,622; Melissa E. DeRosier (PI); Completed development of the Parent Guide to SSGRIN, a multi-media parent training intervention that parallels the child social skills group intervention and supported a clinical trial of the efficacy of the complete product.
 * 42) SSGRIN-A Phase I:  “Social Skills Training for Aggressive Adolescents”:  Phase I grant (1R44MH068075-01), NIMH, Project Dates:  3/03 – 8/03; $104,518; Melissa E. DeRosier (PI); Supported the development and feasibility testing of a new group social skills intervention for aggressive adolescents.
 * 43) SSGRIN-HFA initial supplement:  “Social Skills Training with High Functioning Autism”:  Phase I grant supplement (1R43MH064208-01), NIMH, Project Dates: 4/02 – 9/02; $33,000; Melissa E. DeRosier (PI); This project supported focus groups with parents and professionals regarding needs for social skills training with children with high functioning autism spectrum disorders.
 * 44) Parent Guide Phase I:  “Parent Involvement in Social Skills Interventions”:  Phase I grant (1R43MH065718-01), NIMH, Project Dates: 4/02 – 9/02; $107,000; Melissa E. DeRosier (PI); This project supported the initial development and testing of the Parent Guide to S.S. GRIN, a multi-media parent training intervention, including professional manual, structured scripts, parent handouts, video, and audiotapes.
 * 45) SCAN Phase I:  “Technological Advances in Sociometric Identification Methods”:  Phase I grant (1R43MH064208-01A1), NIMH, Project Dates:  4/02 – 9/02; $107,000; Melissa E. DeRosier (PI); This project supported the initial development and testing of SCAN (Sociometric Collection and Analysis) software and training. SCAN provides professional training, written materials, and software to streamline the process of administering and interpreting a sociometric assessment of children’s peer relations.