|Project Title||Principal Investigator||Institution|
|Year-round Inclusion Program||Gaskell, Sheila||Judson Center|
|TRIAD Social Skills Summer Camp||Brigham, Nicolette||Vanderbilt Kennedy Center-Treatment and Research Institute for Autism Spectrum Disorders (TRIAD)|
|Transporting evidence-based practices from the academy to the community: School-based CBT for children with ASD||Wood, Jeffrey||University of California, Los Angeles|
|Training staff to conduct preference assessments during discrete trial training||Bishop, Michele||Center for Autism and Related Disorders (CARD)|
|The Professional Development Center: Children with autism spectrum disorders||Odom, Samuel||University of North Carolina at Chapel Hill|
|Targeting the big three: Challenging behaviors, mealtime behaviors, and toileting||Yoo, J. Helen||New York State Institute for Basic Research|
|Southern Connecticut State University Center for Excellence on Autism Spectrum Disorders||Eren, Ruth||Southern Connecticut State University|
|Randomized study of training in autism||Ruble, Lisa||University of Kentucky|
|Project PEACE (Preparing Educators About Autism Through Collaborative Efforts)||Valle-Riestra, Diana||Florida International University|
|Project Mosaic: Preparing highly qualified educators to meet the unique needs of students with autism in diverse settings||Wolfberg, Pamela||San Francisco State University|
|Project Manawa Kupono (Opportunity): Preparing educators to improve outcomes for students with autism||Wells, Jenny||University of Hawaii|
|Project IMPRESS - Interactive Master's: Preparing, Responding, Enhancing School-based Speech-Language Pathologists||Lowman, Joneen||Bloomsburg University of Pennsylvania|
|Project CAT (Comprehensive Autism Teaching)||Storey, Keith||Touro University|
|Project ASSET: Autism Spectrum Specialized Education and Training (ASSET)||Woods, Juliann||Florida State University|
|Project Adapted PE||Henderson, Hester||University of Utah|
|Preparing and supporting personnel in Western North Carolina to teach students with severe disabilities||Cooper-Duffy, Karena||Western Carolina University|
|Preparation of personnel to serve school age children with low incidence disabilities: Focus on high quality instruction in core academic area in the least restrictive environment||Jorgensen, Cheryl||University of New Hampshire|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rice, Sydney||University of Arizona|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rock, Stephen||University of Nevada, Reno|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Ward, Karen||University of Alaska Anchorage|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Crimmins, Daniel||Georgia State University|
|Personnel development to improve services and results for children with disabilities||Amison, Jennie||San Diego State University Foundation|
|NM-PASS (New Mexico-Preparing Autism Spectrum Specialists)||Fernandez, Neta||Board of Regents of New Mexico State University|
|New Families, Agencies, Communities, and Educational Strategies (FACES) in early childhood special education||Hughes, Margaret||San Jose State University Foundation|
|National Center on Inclusive Education for Children with Autism Spectrum Disorders and Related Disabilities||Jorgensen, Cheryl||University of New Hampshire - Institute on Disability/University Center for Excellence on Disability (UCED)|
|IACC Strategic Plan Objective||2008||2009||2010||2011||2012||Total|
|Evaluate new and existing pre-service and in-service training to increase skill levels in service providers, including direct support workers, parents and legal guardians, education staff, and public service workers, to benefit the spectrum of people with ASD and to promote interdisciplinary practice by 2015.
IACC Recommended Budget: $8,000,000 over 5 years
|5.L.C. Funding: The recommended budget was met. Significantly more than the recommended minimum budget was allocated to projects specific to this objective.
Progress: Many projects have been funded in this area. However, there is an ongoing need for support of efforts in this area.
Remaining gaps, needs and opportunities: Significant workforce needs remain, especially with regard to paraprofessionals. With all studies in this objective, there remains an issue of scale. Most training programs are designed for small groups. In order for training to be effective at the community level, it has to be able to scale up for broad dissemination, so training programs need to be evaluated for their potential to be scaled up. Comparative effectiveness studies of training models are needed to illuminate whether or not providers need more training, which populations require which training methods, and which training methods are most effective.