|Project Title||Principal Investigator||Institution|
|Handheld technology to assist students with autism spectrum disorder||Tedesco, Robert||HandHold Adaptive, LLC|
|Sibling-mediated social communicative intervention for children with autism spectrum disorder||Tsao, Ling-Ling||University of Idaho|
|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|
|Efficacy of a parent-mediated intervention for one-year-olds at risk for autism||Watson, Linda||University of North Carolina at Chapel Hill|
|Social communication and symbolic play intervention for preschoolers with autism||Watson, Linda||University of North Carolina at Chapel Hill|
|Effects of parent-implemented intervention for toddlers with autism spectrum disorders||Wetherby, Amy; Lord, Catherine||Florida State University; University of Michigan|
|Software to enrich the noun lexicons and lexical learning of children with autism||Wilson, Mary Sweig||Laureate Learning Systems, Inc.|
|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.