|Project Title||Principal Investigator||Institution|
|Leadership Education in Neurodevelopmental Disabilities||Marion, Robert||Albert Einstein College of Medicine|
|Developmental Behavioral Pediatrics Training Program||Stein, Ruth||Albert Einstein College of Medicine|
|Autism training and education||Moroney, Covita||Autism Service Center of San Antonio|
|Project IMPRESS - Interactive Master's: Preparing, Responding, Enhancing School-based Speech-Language Pathologists||Lowman, Joneen||Bloomsburg University of Pennsylvania|
|NM-PASS (New Mexico-Preparing Autism Spectrum Specialists)||Fernandez, Neta||Board of Regents of New Mexico State University|
|Developmental Behavioral Pediatrics Training Program||Augustyn, Marilyn||Boston Medical Center|
|Developmental Behavioral Pediatrics Training Program||Roizen, Nancy||Case Western Reserve University|
|Training staff to conduct preference assessments during discrete trial training||Bishop, Michele||Center for Autism and Related Disorders (CARD)|
|Leadership Education in Neurodevelopmental Disabilities||Helm, David||Children's Hospital Boston|
|Developmental Behavioral Pediatrics Training Program||Rappaport, Leonard||Children's Hospital Boston|
|Leadership Education in Neurodevelopmental Disabilities||Baer, Marion Taylor||Children's Hospital of Los Angeles|
|Developmental Behavioral Pediatrics Training Program||Blum, Nathan||Children's Hospital of Philadelphia|
|Leadership Education in Neurodevelopmental Disabilities||Noll, Robert||Children's Hospital of Pittsburgh|
|Leadership Education in Neurodevelopmental Disabilities||Batshaw, Mark; Lotrecchriano, Gaetano||Children's Research Institute|
|Comprehensive systems change through RTI and SW-PBS||Boezio, Cynthia||Colorado Department of Education - Exceptional Student Leadership Unit|
|Leadership Education in Neurodevelopmental Disabilities||Moeschler, John||Dartmouth-Hitchcock Medical Center|
|Educating Adults about Children with Autism Spectrum Disorders (EACA)||Baker, Cynthia||Dayna International, Inc.|
|Project PEACE (Preparing Educators About Autism Through Collaborative Efforts)||Valle-Riestra, Diana||Florida International University|
|Project ASSET: Autism Spectrum Specialized Education and Training (ASSET)||Woods, Juliann||Florida State University|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Crimmins, Daniel||Georgia State University|
|Illinois Autism Coaching Network (IACN)||Gould, Kathy||Illinois Autism Training and Techncial Assistance Project|
|Leadership Education in Neurodevelopmental Disabilities||Rau, John D.||Indiana University|
|Leadership Education in Neurodevelopmental Disabilities||Goldstein, Gary||Johns Hopkins University|
|Year-round Inclusion Program||Gaskell, Sheila||Judson Center|
|Eastern Kentucky Autism Training Project||Mancil, Rich||Kentucky Autism Training Center|
|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.