|Project Title||Principal Investigator||Institution|
|Pivotal response group treatment for parents of young children with autism||Hardan, Antonio||Stanford University|
|The impact of classroom climate on autism intervention fidelity and outcomes||Dingfelder, Hilary||University of Pennsylvania|
|Peer support and peer network interventions to improve peer relationships and school engagement||Carter, Erik||Board of Regents of the University of Wisconsin System|
|Related services intervention for expressive and receptive language skills in autism spectrum disorder and in cognitive impairment||Camarata, Steven||Vanderbilt University|
|Peer-mediated interventions for elementary school students with autism spectrum disorders||Blakeley-Smith, Audrey||University of Colorado Denver|
|iSKILLS : The audio/video guidance repository for life skills||Ayres, Kevin||University of Georgia|
|Parent-implemented social-pragmatic communication intervention for young children with developmental disabilities||Angell, Maureen||Illinois State University|
|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
|N/A ||N/A ||4.L.D |
|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.