Tricia Neppl receives funds to research cognitive function in older adults
Associate professor in human development and family studies, Tricia Neppl, received $438,780 from the National Institute on Aging to conduct research on cognitive function in audiences of men and women 70 years of age or older. The research, titled “Predicting Cognitive Function: Biomarkers and Economics in a Rural Aged Cohort”, has broad public health implications as it tests the effectiveness of technology and assessment tools that would be appropriate for screening thousands of individuals at minimal cost as a means of determining early-stage treatments and interventions for cognitive impairment and Alzheimer’s disease.
Tricia Neppl receives grant to research couple relationships and health in late adulthood: Tricia Neppl, associate professor in human development and family studies, received $22,000 from the University of Georgia Research Foundation to research continuity and change in couple relationships and health from middle to later years. This grant is in an extension year, meaning the project is in a sixth year of a five-year grant award, and will end in the spring of 2020. This research will add on to the current understanding of marital interactions, relationship quality, and vulnerability endurance.
Megan Gilligan receives grant for research on how Alzheimer's disease and related dementia affects families
Megan Gilligan, an associate professor in human development and family studies, was awarded a five-year $620,005 grant from the National Institute on Aging for research on Alzheimer's disease affects families. For the project, "Sibling Relations in the Context of Dementia Parental Care: Implications for Health and Well-Being," Gilligan's team will use a mixed-method approach, combining survey, biological, and observational data to examine associations between adult sibling relations and health and well-being outcomes in the context of caring for an older parent with Alzheimer’s disease and related dementia (ADRD). Insights from this study can help shape future prevention and intervention efforts aimed at improving sibling interaction strategies and the overall health and well-being of adult children caring for older parents with ADRD.
Suzanne Bartholomae assists IPERS members with retirement planning through public service contract
Suzanne Bartholomae, an assistant professor in human development and family studies and family finance state extension specialist, received a one-year contract of $15,564 from the Iowa Public Employees' Retirement System (IPERS) to deliver and evaluate a statewide program called "Creating a Secure Retirement: The 3-part Solution." The initiative assists near-retirement IPERS members and their spouses in creating a financially secure retirement plan that is tailored to their individual needs. This program will be delivered throughout the state.
Heather Rouse and Cassandra Dorius receive continued funding for Early Childhood Home Visiting
Heather Rouse and Cassandra Dorius, assistant professors in human development and family studies, have received a $604 award to supplement their work for their third year of Early Childhood Home Visiting and Public Health: A Research, Practice, and Policy Collaboration. This project is funded by the Iowa Department of Public Health.
Kere Hughes-Belding and Carla Peterson receive award to continue MIECHV project
Kere Hughes-Belding and Carla Peterson, associate professor and professor in human development and family studies, respectively, received a $7,251 award to supplement their second year of work with the Maternal, Infant, and Early Childhood Home Visiting project in Iowa. This project is sponsored by the Iowa Department of Public Health to assess the quality of parent-child interaction throughout the state.
Cleve Redmond receives funding for elementary school behavior study
Cleve Redmond, a scientist in the Partnerships in Prevention Science Institute, received $716,691 for the fourth year of a project funded by the U.S. Department of Education. The funds will go toward evaluating the Boys Town Well-Managed Schools program in elementary schools. Well-Managed Schools is a classroom management approach for teachers designed to promote positive student behavior and integrate social skills instruction into regular classroom activities.