|Project Title||Principal Investigator||Institution|
|Leadership Education in Neurodevelopmental Disabilities||Reese, Matt||University of Kansas|
|Leadership Education in Neurodevelopmental Disabilities||Rau, John D.||Indiana University|
|Leadership Education in Neurodevelopmental Disabilities||Ratliff-Schaub, Karen||Ohio State University|
|Developmental Behavioral Pediatrics Training Program||Rappaport, Leonard||Children's Hospital Boston|
|Leadership Education in Neurodevelopmental Disabilities||Percy, Alan||University of Alabama at Birmingham|
|Leadership Education in Neurodevelopmental Disabilities||Palmer, Frederick||University of Tennessee Health Science Center|
|Leadership Education in Neurodevelopmental Disabilities||Oppenheimer, Sonya||University of Cincinnati|
|The Professional Development Center: Children with autism spectrum disorders||Odom, Samuel||University of North Carolina at Chapel Hill|
|Leadership Education in Neurodevelopmental Disabilities||Noll, Robert||Children's Hospital of Pittsburgh|
|Autism training and education||Moroney, Covita||Autism Service Center of San Antonio|
|Leadership Education in Neurodevelopmental Disabilities||Moeschler, John||Dartmouth-Hitchcock Medical Center|
|Leadership Education in Neurodevelopmental Disabilities||McLaughlin, John||University of Washington|
|Leadership Education in Neurodevelopmental Disabilities||McClain, Catherine||University of New Mexico|
|Leadership Education in Neurodevelopmental Disabilities||Marion, Robert||Albert Einstein College of Medicine|
|Eastern Kentucky Autism Training Project||Mancil, Rich||Kentucky Autism Training Center|
|Project IMPRESS - Interactive Master's: Preparing, Responding, Enhancing School-based Speech-Language Pathologists||Lowman, Joneen||Bloomsburg University of Pennsylvania|
|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|
|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)|
|Leadership Education in Neurodevelopmental Disabilities||Jaynes, Margaret||West Virginia University|
|Leadership Education in Neurodevelopmental Disabilities||Iwaishi, Louise||University of Hawai'i|
|New Families, Agencies, Communities, and Educational Strategies (FACES) in early childhood special education||Hughes, Margaret||San Jose State University Foundation|
|Leadership Education in Neurodevelopmental Disabilities||Hooper, Stephen||University of North Carolina at Chapel Hill|
|Leadership Education in Neurodevelopmental Disabilities||Holte, Lenore||University of Iowa|
|Developmental Behavioral Pediatrics Training Program||High, Pam||Rhode Island Hospital|
|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.