|Project Title||Principal Investigator||Institution|
|Project Manawa Kupono (Opportunity): Preparing educators to improve outcomes for students with autism||Wells, Jenny||University of Hawaii|
|Leadership Education in Neurodevelopmental Disabilities||Cutler, Ann||University of Illinois at Chicago|
|Leadership Education in Neurodevelopmental Disabilities||Holte, Lenore||University of Iowa|
|Leadership Education in Neurodevelopmental Disabilities||Reese, Matt||University of Kansas|
|Randomized study of training in autism||Ruble, Lisa||University of Kentucky|
|Leadership Education in Neurodevelopmental Disabilities||Braden, Kathleen||University of Massachusetts Medical School|
|Leadership Education in Neurodevelopmental Disabilities||Armstrong, Daniel||University of Miami|
|Leadership Education in Neurodevelopmental Disabilities||Reiff, Michael||University of Minnesota|
|Leadership Education in Neurodevelopmental Disabilities||Stroud, Tracy||University of Missouri|
|Leadership Education in Neurodevelopmental Disabilities||Ellis, Cynthia||University of Nebraska|
|Planning grants for Leadership Education in Neurodevelopmental Disabilities||Rock, Stephen||University of Nevada, Reno|
|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||McClain, Catherine||University of New Mexico|
|Leadership Education in Neurodevelopmental Disabilities||Hooper, Stephen||University of North Carolina at Chapel Hill|
|The Professional Development Center: Children with autism spectrum disorders||Odom, Samuel||University of North Carolina at Chapel Hill|
|Leadership Education in Neurodevelopmental Disabilities||Wolraich, Mark||University of Oklahoma|
|Leadership Education in Neurodevelopmental Disabilities||Blum, Nathan||University of Pennsylvania|
|Leadership Education in Neurodevelopmental Disabilities||Sulkes, Stephen||University of Rochester|
|Leadership Education in Neurodevelopmental Disabilities||Stevens, Dennis||University of South Dakota|
|Leadership Education in Neurodevelopmental Disabilities||Palmer, Frederick||University of Tennessee Health Science Center|
|Project Adapted PE||Henderson, Hester||University of Utah|
|Leadership Education in Neurodevelopmental Disabilities||Winter, Sarah||University of Utah|
|Leadership Education in Neurodevelopmental Disabilities||Contompasis, Stephen||University of Vermont|
|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.