|Project Title||Principal Investigator||Institution|
|Leadership Education in Neurodevelopmental Disabilities||Reiff, Michael||University of Minnesota|
|Leadership Education in Neurodevelopmental Disabilities||Armstrong, Daniel||University of Miami|
|Leadership Education in Neurodevelopmental Disabilities||Braden, Kathleen||University of Massachusetts Medical School|
|Randomized study of training in autism||Ruble, Lisa||University of Kentucky|
|Leadership Education in Neurodevelopmental Disabilities||Reese, Matt||University of Kansas|
|Leadership Education in Neurodevelopmental Disabilities||Holte, Lenore||University of Iowa|
|Leadership Education in Neurodevelopmental Disabilities||Cutler, Ann||University of Illinois at Chicago|
|Project Manawa Kupono (Opportunity): Preparing educators to improve outcomes for students with autism||Wells, Jenny||University of Hawaii|
|Leadership Education in Neurodevelopmental Disabilities||Iwaishi, Louise||University of Hawai'i|
|Leadership Education in Neurodevelopmental Disabilities||Bruder, Mary Beth||University of Connecticut Health Center|
|Low Incidence and Diversity Endorsement Project (LIDE)||Sheldon, Steven||University of Colorado Board of Regents|
|Leadership Education in Neurodevelopmental Disabilities||Robinson, Cordelia||University of Colorado|
|Leadership Education in Neurodevelopmental Disabilities||Oppenheimer, Sonya||University of Cincinnati|
|Transporting evidence-based practices from the academy to the community: School-based CBT for children with ASD||Wood, Jeffrey||University of California, Los Angeles|
|Leadership Education in Neurodevelopmental Disabilities||Schulz, Eldon||University of Arkansas for Medical Sciences|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rice, Sydney||University of Arizona|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Ward, Karen||University of Alaska Anchorage|
|Leadership Education in Neurodevelopmental Disabilities||Percy, Alan||University of Alabama at Birmingham|
|Project CAT (Comprehensive Autism Teaching)||Storey, Keith||Touro University|
|Autism interventions and innovative evaluation of teacher quality||Baker, Candace||Texas A & M International University|
|Developmental Behavioral Pediatrics Training Program||Feldman, Heidi||Stanford University|
|Southern Connecticut State University Center for Excellence on Autism Spectrum Disorders||Eren, Ruth||Southern Connecticut State University|
|New Families, Agencies, Communities, and Educational Strategies (FACES) in early childhood special education||Hughes, Margaret||San Jose State University Foundation|
|Collaborative partnerships||Riveros-Schafer, Enrique||San Francisco State University|
|Project Mosaic: Preparing highly qualified educators to meet the unique needs of students with autism in diverse settings||Wolfberg, Pamela||San Francisco State University|
|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.