|Project Title||Principal Investigator||Institution|
|Developmental Behavioral Pediatrics Training Program||Weitzman, Carol||Yale University|
|Leadership Education in Neurodevelopmental Disabilities||Jaynes, Margaret||West Virginia University|
|Preparing and supporting personnel in Western North Carolina to teach students with severe disabilities||Cooper-Duffy, Karena||Western Carolina University|
|Leadership Education in Neurodevelopmental Disabilities||Bodurtha, JoAnn||Virginia Commonwealth University|
|Leadership Education in Neurodevelopmental Disabilities||Urbano, Terri||Vanderbilt University|
|TRIAD Social Skills Summer Camp||Brigham, Nicolette||Vanderbilt Kennedy Center-Treatment and Research Institute for Autism Spectrum Disorders (TRIAD)|
|Leadership Education in Neurodevelopmental Disabilities||Harris, Anne Bradford||University of Wisconsin-Madison|
|Leadership Education in Neurodevelopmental Disabilities||McLaughlin, John||University of Washington|
|Leadership Education in Neurodevelopmental Disabilities||Contompasis, Stephen||University of Vermont|
|Project Adapted PE||Henderson, Hester||University of Utah|
|Leadership Education in Neurodevelopmental Disabilities||Winter, Sarah||University of Utah|
|Leadership Education in Neurodevelopmental Disabilities||Palmer, Frederick||University of Tennessee Health Science Center|
|Leadership Education in Neurodevelopmental Disabilities||Stevens, Dennis||University of South Dakota|
|Leadership Education in Neurodevelopmental Disabilities||Sulkes, Stephen||University of Rochester|
|Leadership Education in Neurodevelopmental Disabilities||Blum, Nathan||University of Pennsylvania|
|Leadership Education in Neurodevelopmental Disabilities||Wolraich, Mark||University of Oklahoma|
|Leadership Education in Neurodevelopmental Disabilities||Hooper, Stephen||University of North Carolina at Chapel Hill|
|The Professional Development Center: Children with autism spectrum disorders||Odom, Samuel||University of North Carolina at Chapel Hill|
|Leadership Education in Neurodevelopmental Disabilities||McClain, Catherine||University of New Mexico|
|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)|
|National Center on Inclusive Education for Children and Youth with Autism Spectrum Disorders||Jorgensen, Cheryl||University of New Hampshire - Institute on Disability/University Center for Excellence on Disability (UCED)|
|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||Rock, Stephen||University of Nevada, Reno|
|Leadership Education in Neurodevelopmental Disabilities||Ellis, Cynthia||University of Nebraska|
|Leadership Education in Neurodevelopmental Disabilities||Stroud, Tracy||University of Missouri|
|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.