The InfantNet projects are the result of years of successful cross-site collaboration among several research institutions across the United States.
Oregon Research Institute
Oregon Research Institute (ORI) is a non-profit research center dedicated to understanding and improving the health and well-being of people worldwide. Located in beautiful Eugene, Oregon, ORI supports nearly 300 scientists and staff who develop programs to treat social, physical, and emotional problems. ORI has been an international leader in behavioral research for almost 50 years.
University of Kansas & Juniper Gardens Children's Project
Juniper Gardens Children's Project (JGCP) began in the mid-1960s when residents of Northeast Kansas City, Kansas, joined with KU faculty to address concerns about child development in a low-income community. The mission of the JGCP is to improve area children's developmental and educational experiences and thus, their academic and social achievements. Together, the community and the university have designed programs to intervene in and improve the parenting, care, and instruction received by children in the Northeast Kansas City, Kansas area, in Greater Kansas City, and the United States.
University of Texas & Children's Learning Insitute
The University of Texas Health Science Center’s Children’s Learning Institute, under the direction of Developmental Psychologist and Michael Matthew Knight Professor Dr. Susan H. Landry, combines data and studies from the fields of psychology, neuro-development, education and child development to provide proven learning solutions derived from, and supported by, documented research. The goal of CLI is to be the pre-eminent source for proven clinical and educational programs covering early childhood through late teens.
Edward G. Feil, PhD
is a Senior Scientist at Oregon Research Institute. His research interests include child behavior problems, home and school interventions, and interactive technologies. He has authored papers on early intervention assessment methodology, interactive Internet interventions and early child psychopathology. His research has focused on incorporating Internet technology into the delivery of evidence-based interventions to hard-to-reach populations. Dr. Feil currently serves as Principal Investigator on four NIH grants on using Internet-based technology to advance and disseminate empirically supported practices.
Kathleen M. Baggett, PhD
is the Interim Director of the Mark Chaffin Center for Healthy Development and Associate Professor of Health Promotion and Behavior in the School of Public Health at Georgia State University. Her research is on developing and improving access to effective interventions for strengthening parent and caregiver practices that reduce child maltreatment and promote infant and toddler social-emotional and social communication development, especially for children with special needs and families affected by minority and health disparities.
Betsy Davis, PhD
is an Associate Scientist at Oregon Research Institute. Her research focuses on cultural sensitivity in intervention within Indigenous communities, decolonization of research methods through acknowledgement of societal blindness, educational psychology, as well as research methodology and statistics.
Lisa B. Sheeber, PhD
is a Senior Scientist at Oregon Research Institute. Her research focuses on family processes associated with child development and psychopathology.
Susan H. Landry, PhD
is the Director of Texas Health Science Center’s Children’s Learning Institute. Her research focuses on environmental factors that promote early cognitive growth and development.
Judith J. Carta, PhD
is a Professor of special education at the University of Kansas and a Senior Scientist with the Juniper Gardens Children’s Project in the Institute for Life-Span Studies. Her research focuses on developing evidence-based practices in parenting, early literacy, language, and social-emotional competence, and measures for monitoring progress in early intervention programs.
Julie C. Rusby, PhD
is a Research Scientist at Oregon Research Institute. Her area of research involves evaluating child care, school and family-based interventions to promote social competence and prevent the development of problem behavior in children.
Ursula Y. Johnson, PhD
is an Assistant Professor of Pediatrics at the Children’s Learning Institute at the University of Texas Health Science Center at Houston. She earned her doctorate degree in Educational Psychology with a concentration in Research, Measurement, and Statistics. Her research examines the impact of caregiver responsiveness and stimulation on young children’s cognitive, language, social and emotional development. Recently, she examined the effect of a web-based professional development program for home-based child care providers across Texas on improving the school readiness skills of young children in child care. Currently, Dr. Johnson is investigating the effect of remote coaching of parents and pre-kindergarten teachers on Head Start students’ school readiness skills. She provides nationwide consultation and training for the Play and Learning Strategies (PALS) program.