This is an excellent opportunity to secure your first external grant as an early researcher!
Website
Objectives/funding priorities
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- This grant is designed to help further new investigators’ research activities by funding preliminary studies that could launch larger-scale research studies.
- Should be a one-year scope and have clinical relevance to audiology or speech-language pathology.
- Appears to be due in Spring (April) of each year. An intent to submit is due in March. This information is based on 2019 dates. Next round opens in 2020. There is a “notify me” option on the website to receive communication.
Eligibility –
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- The investigator must have completed a PhD or equivalent research doctorate within the past 5 years.
- The investigator must not have received any external funding awards.
- The proposal must be for research to be initiated. The study should be completed in one year and the scope should align with the funding amount
Level of funding provided
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- Up to 10 grants are awarded each year for $10,000 each
Key issues
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- The proposals will be evaluated based on the following (taken from website):
- Significance: Potential for the study to advance the discipline of CSD and impact clinical needs. Its significance as an early step in research must be clear and viable.
- Approach: The merits of the design for the specific aims of the study. The appropriateness relative to the size of the award will be considered. A tightly designed feasible study is most appropriate. This will be more heavily weighted.
- Investigator: Ability to carry out the study in the time period, reflected by appropriate training, experience and past accomplishments. The investigator outlines clear and detailed management and budget plans. The ability to describe the activities and timeline necessary will be prioritized.
- Environment: The extent to which the investigator has access to needed scientific facilities, resources, personnel and participants.
- Innovation: The refinement, improvement or new application of theoretical concepts, methods, or interventions leading to high impact on the discipline. This will be less heavily weighted for new investigators.
- The proposals will be evaluated based on the following (taken from website):
Examples of funded grants
Christine Holyfield, 2018 Recipient (University of Arkansas, Assistant Professor and PSU Grad, 2017)
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- Comparative Effects of Symbol Representation on Acquisition in School-Aged Children with Intellectual and Developmental Disabilities
- Based on an article about her award that appeared on the University of Arkansas website (University of Arkansas Link), it appears the focus of the study will be investigating the impact of teaching the written word first in AAC as opposed to symbol first.
The below article is representative of a similar line of study by Holyfield. The grant was awarded too recently to have a publication associated with it (as of October 2019).
- Holyfield, C., Brooks, S., & Schluterman, A. (2019). Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities. Language, Speech, and Hearing Services in Schools, 1-10.
Michelle Flippin, 2015 Award Recipient (University of Rhode Island, Assistant Professor)
The Efficacy of Father-Implemented Intervention on Parent Responsiveness and Child Communication Skills for Children with Autism Spectrum Disorder: A Pilot Study
Flippin, M. (2019). Father communication coaching for children with autism spectrum disorder: A single-subject study. Autism & Developmental Language Impairments, 4, 2396941519877375.
The research focuses on investigating ways to more effectively involve fathers in social-communication intervention in young children with autism spectrum disorders. Using fathers’ interaction styles, the researcher tried to match intervention methods to enhance communication. The pilot study showed the fathers were able to learn responsive language and play strategies and that the children showed expressive gains. For an entire article on her award and how it has facilitated her research, please visit https://leader.pubs.asha.org/doi/full/10.1044/leader.FQ.22032017.np