Advancements in Technology, Accessibility and Equity in Schools

Our reliance on technology to function in society has never been greater. Unfortunately for people with limited access or ability to use technology, this places their access to necessary services even further out of reach than ever. These digital divides have a disproportionate impact on people of color, people with disabilities, and other minoritized populations. Our research on technology to support or deliver evidence-based practices focuses on improving both the effectiveness of these practices and their accessibility across diverse populations. Through community-engaged research that involves local and national stakeholders, we also have an emerging research program focused on identifying and reducing barriers to services for people with disabilities with culturally, linguistically, and racially diverse backgrounds.

Teacher in a library looking over the shoulder of a seated student who has an open laptop on his table. Two other students are out of focus in the background.

Research Highlights

Students in a high school classroom talking at a table; there is a calculus book in the center of the table.

Project: Making Online Decisions (MOD): A web application that guides data-driven intervention decision making

In this project completed in May 2023, we iteratively developed a web application to guide educators’ use of child data to individualize curriculum decisions. Targeting infants and toddlers at risk for delay, this fully-customizable version of the MOD recommends individualized strategies from a program's existing curriculum based on each child's performance on any of the four Infant-Toddler IGDI assessments ( Two prior clinical trials and preliminary data from this project show improved growth in child outcomes and high satisfaction from home visitors and educators.
Teacher reading a book with a young child who is wearing a hooded sweatshirt

Publication: Technology to Facilitate Progress Monitoring of Infant–Toddler Growth and Development: Measuring Implementation in Community-Based Agencies

The IGDI project has evaluated how 10 community-based infant–toddler agencies implemented a standardized progress monitoring assessment using a web application to monitor children’s growth and identify children at-risk for delay. An Implementation Index was developed to quantify implementation progress for each agency, which included their percent of tasks completed, and rate of task implementation over time
Jay Buzhardt

Featured Investigator: Jay Buzhardt

Dr. Buzhardt's research interests focus on using technology to improve parents' and educators' use of evidence-based practices for children not making expected progress on targeted outcomes. Specifically, he uses principles of implementation science and usability engineering to design applications that reduce the burden of evidence-based practices and data-driven decision making.