|Project Title||Principal Investigator||Institution|
|Targeting the big three: Challenging behaviors, mealtime behaviors, and toileting||Yoo, J. Helen||New York State Institute for Basic Research|
|Project ASSET: Autism Spectrum Specialized Education and Training (ASSET)||Woods, Juliann||Florida State University|
|Transporting evidence-based practices from the academy to the community: School-based CBT for children with ASD||Wood, Jeffrey||University of California, Los Angeles|
|Leadership Education in Neurodevelopmental Disabilities||Wolraich, Mark||University of Oklahoma|
|Project Mosaic: Preparing highly qualified educators to meet the unique needs of students with autism in diverse settings||Wolfberg, Pamela||San Francisco State University|
|Leadership Education in Neurodevelopmental Disabilities||Winter, Sarah||University of Utah|
|Project Manawa Kupono (Opportunity): Preparing educators to improve outcomes for students with autism||Wells, Jenny||University of Hawaii|
|Developmental Behavioral Pediatrics Training Program||Weitzman, Carol||Yale University|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Ward, Karen||University of Alaska Anchorage|
|Project PEACE (Preparing Educators About Autism Through Collaborative Efforts)||Valle-Riestra, Diana||Florida International University|
|Leadership Education in Neurodevelopmental Disabilities||Urbano, Terri||Vanderbilt University|
|Leadership Education in Neurodevelopmental Disabilities||Sulkes, Stephen||University of Rochester|
|Leadership Education in Neurodevelopmental Disabilities||Stroud, Tracy||University of Missouri|
|Project CAT (Comprehensive Autism Teaching)||Storey, Keith||Touro University|
|Leadership Education in Neurodevelopmental Disabilities||Stevens, Dennis||University of South Dakota|
|Developmental Behavioral Pediatrics Training Program||Stein, Ruth||Albert Einstein College of Medicine|
|Low Incidence and Diversity Endorsement Project (LIDE)||Sheldon, Steven||University of Colorado Board of Regents|
|Leadership Education in Neurodevelopmental Disabilities||Schulz, Eldon||University of Arkansas for Medical Sciences|
|Randomized study of training in autism||Ruble, Lisa||University of Kentucky|
|Developmental Behavioral Pediatrics Training Program||Roizen, Nancy||Case Western Reserve University|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rock, Stephen||University of Nevada, Reno|
|Leadership Education in Neurodevelopmental Disabilities||Robinson, Cordelia||University of Colorado|
|Collaborative partnerships||Riveros-Schafer, Enrique||San Francisco State University|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rice, Sydney||University of Arizona|
|Leadership Education in Neurodevelopmental Disabilities||Reiff, Michael||University of Minnesota|
|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.