|Project Title||Principal Investigator||Institution|
|Early intervention in an underserved population||Lord, Catherine||University of Michigan|
|Development of an intervention to enhance the social competencies of children with Asperger's/high functioning autism spectrum disorders||Volker, Martin||University at Buffalo, The State University of New York|
|Developing a school-based social competence intervention (SCI)||Sticher, Janine||University of Missouri|
|Developing a 3D-based virtual learning environment for use in schools to enhance the social competence of youth with autism spectrum disorder||Laffey, James||University of Missouri|
|Comparison of two comprehensive treatment models for preschool-aged children with autism spectrum disorders and their families||Odom, Samuel||University of North Carolina at Chapel Hill|
|A randomized control study of relationship focused intervention with young children with ASD||Mahoney, Gerald||Case Western Reserve University|
|ACE Center: Optimizing social and communication outcomes for toddlers with autism||Kasari, Connie||University of California, Los Angeles|
|IACC Strategic Plan Objective||2008||2009||2010||2011||2012||Total|
Support at least five community-based studies that assess the effectiveness of interventions and services in broader community settings by 2015. Such studies may include comparative effectiveness research studies that assess the relative effectiveness of:
IACC Recommended Budget: $37,500,000 over 5 years
|4.L.D. Funding: The recommended budget was partially met, and the annualized recommended budget targets were met for all 3 years since the objective was introduced. Therefore, the funding for this objective is on track.
Progress: 30-45 studies have been supported, which is greater than the recommended minimum of at least five studies. Considerable work has been done under this objective, but these projects do not cover the full scope of interventions in the community. Comparing the large number of studies to the funding suggests that many small studies are being funded rather than fewer large ones.
Remaining Gaps, Needs, and Opportunities: Emphasis on both the evaluation of interventions in controlled/academic settings prior to community based studies and the translation of interventions to community-based settings is key. Understanding of "Type 2 Translation," or transfer of research from academic settings to real-world settings is important, considering barriers to transferring academic-based interventions to clinical groups and communities. Investment is still necessary in the academic setting before successful translation to community-based interventions can occur. For successful T2 translation to underserved communities, cost effectiveness and case coordination or case management is often helpful with uptake. This objective also overlaps considerably with objectives in Question 5. It is important to explore which supports are specifically executed at the community level (vs. home, schools, etc.), and to determine how they are best designed.