|Project Title||Principal Investigator||Institution|
|Sibling-mediated social communicative intervention for children with autism spectrum disorder||Tsao, Ling-Ling||University of Idaho|
|Social communication and symbolic play intervention for preschoolers with autism||Watson, Linda||University of North Carolina at Chapel Hill|
|Software to enrich the noun lexicons and lexical learning of children with autism||Wilson, Mary Sweig||Laureate Learning Systems, Inc.|
|The effectiveness of an evidence-based parent training intervention in a community service setting||Stadnick, Nicole||University of California, San Diego|
|The impact of classroom climate on autism intervention fidelity and outcomes||Dingfelder, Hilary||University of Pennsylvania|
|Translating pivotal response training into classroom environments||Stahmer, Aubyn||Rady Children's Hospital Health Center|
|Translation of evidence-based treatment to classrooms||Schreibman, Laura||University of California, San Diego|
|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.