|Project Title||Principal Investigator||Institution|
|Project Adapted PE||Henderson, Hester||University of Utah|
|Leadership Education in Neurodevelopmental Disabilities||Helm, David||Children's Hospital Boston|
|Leadership Education in Neurodevelopmental Disabilities||Harris, Anne Bradford||University of Wisconsin-Madison|
|Behavioral intervention in autism: Practitioner skills||Hamad, Charles||Praxis, Inc.|
|Improving the preparation of related services personnel to serve children with autism spectrum disorders: The Transdisciplinary Autism Specialty Project (TASP)||Gutierrez-Clellen, Vera||San Diego State University Foundation|
|Illinois Autism Coaching Network (IACN)||Gould, Kathy||Illinois Autism Training and Techncial Assistance Project|
|Leadership Education in Neurodevelopmental Disabilities||Goldstein, Gary||Johns Hopkins University|
|Year-round Inclusion Program||Gaskell, Sheila||Judson Center|
|NM-PASS (New Mexico-Preparing Autism Spectrum Specialists)||Fernandez, Neta||Board of Regents of New Mexico State 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|
|Leadership Education in Neurodevelopmental Disabilities||Ellis, Cynthia||University of Nebraska|
|Leadership Education in Neurodevelopmental Disabilities||Edwards, Karen||New York Medical College|
|Leadership Education in Neurodevelopmental Disabilities||Cutler, Ann||University of Illinois at Chicago|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Crimmins, Daniel||Georgia State University|
|Preparing and supporting personnel in Western North Carolina to teach students with severe disabilities||Cooper-Duffy, Karena||Western Carolina University|
|Leadership Education in Neurodevelopmental Disabilities||Contompasis, Stephen||University of Vermont|
|Leadership Education in Neurodevelopmental Disabilities||Bruder, Mary Beth||University of Connecticut Health Center|
|TRIAD Social Skills Summer Camp||Brigham, Nicolette||Vanderbilt Kennedy Center-Treatment and Research Institute for Autism Spectrum Disorders (TRIAD)|
|Leadership Education in Neurodevelopmental Disabilities||Braden, Kathleen||University of Massachusetts Medical School|
|Comprehensive systems change through RTI and SW-PBS||Boezio, Cynthia||Colorado Department of Education - Exceptional Student Leadership Unit|
|Leadership Education in Neurodevelopmental Disabilities||Bodurtha, JoAnn||Virginia Commonwealth University|
|Developmental Behavioral Pediatrics Training Program||Blum, Nathan||Children's Hospital of Philadelphia|
|Leadership Education in Neurodevelopmental Disabilities||Blum, Nathan||University of Pennsylvania|
|Leadership Education in Neurodevelopmental Disabilities||Blasco, Peter||Oregon Health & Science 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.