|Project Title||Principal Investigator||Institution|
|Personnel development to improve services and results for children with disabilities||Amison, Jennie||San Diego State University Foundation|
|Leadership Education in Neurodevelopmental Disabilities||Armstrong, Daniel||University of Miami|
|Developmental Behavioral Pediatrics Training Program||Augustyn, Marilyn||Boston Medical Center|
|Leadership Education in Neurodevelopmental Disabilities||Baer, Marion Taylor||Children's Hospital of Los Angeles|
|Autism interventions and innovative evaluation of teacher quality||Baker, Candace||Texas A & M International University|
|Educating Adults about Children with Autism Spectrum Disorders (EACA)||Baker, Cynthia||Dayna International, Inc.|
|Leadership Education in Neurodevelopmental Disabilities||Batshaw, Mark; Lotrecchriano, Gaetano||Children's Research Institute|
|Training staff to conduct preference assessments during discrete trial training||Bishop, Michele||Center for Autism and Related Disorders (CARD)|
|Leadership Education in Neurodevelopmental Disabilities||Blasco, Peter||Oregon Health & Science University|
|Leadership Education in Neurodevelopmental Disabilities||Blum, Nathan||University of Pennsylvania|
|Developmental Behavioral Pediatrics Training Program||Blum, Nathan||Children's Hospital of Philadelphia|
|Leadership Education in Neurodevelopmental Disabilities||Bodurtha, JoAnn||Virginia Commonwealth University|
|Comprehensive systems change through RTI and SW-PBS||Boezio, Cynthia||Colorado Department of Education - Exceptional Student Leadership Unit|
|Leadership Education in Neurodevelopmental Disabilities||Braden, Kathleen||University of Massachusetts Medical School|
|TRIAD Social Skills Summer Camp||Brigham, Nicolette||Vanderbilt Kennedy Center-Treatment and Research Institute for Autism Spectrum Disorders (TRIAD)|
|Leadership Education in Neurodevelopmental Disabilities||Bruder, Mary Beth||University of Connecticut Health Center|
|Leadership Education in Neurodevelopmental Disabilities||Contompasis, Stephen||University of Vermont|
|Preparing and supporting personnel in Western North Carolina to teach students with severe disabilities||Cooper-Duffy, Karena||Western Carolina University|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Crimmins, Daniel||Georgia State University|
|Leadership Education in Neurodevelopmental Disabilities||Cutler, Ann||University of Illinois at Chicago|
|Leadership Education in Neurodevelopmental Disabilities||Edwards, Karen||New York Medical College|
|Leadership Education in Neurodevelopmental Disabilities||Ellis, Cynthia||University of Nebraska|
|Southern Connecticut State University Center for Excellence on Autism Spectrum Disorders||Eren, Ruth||Southern Connecticut State University|
|Developmental Behavioral Pediatrics Training Program||Feldman, Heidi||Stanford University|
|NM-PASS (New Mexico-Preparing Autism Spectrum Specialists)||Fernandez, Neta||Board of Regents of New Mexico State University|
|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.