Subcategory Detail
Interagency Autism Coordinating Committee (IACC) logo
Office of Autism Research Coordination (OARC) logo

Educational$6,440,636.00
Fiscal Year: 2010
  

Download 2010 Educational projects (EXCEL)
Nearly all research in classroom settings falls under this subcategory, including curricula, educational best practices, inclusive education programs, math and reading training, positive behavioral supports, special education programs, TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children), and the "Social Stories" approach.
Graph: The subcategories for Question 4 illustrate the many approaches to treatments and interventions supported by autism research funders. The largest amount of funding supported projects to develop Model systems and therapeutic targets (35%), followed by research on Behavioral interventions (29%). Medical/Pharmacologic interventions received 16% of funding, classroom-based interventions (Educational) received 10% of funding, and Technology-based interventions and supports received 7% of funding. The subcategories with the smallest amounts of funding included Occupational, physical, and sensory-based (2%) and Complementary, dietary, and alternative (1%).
Note: Initial Sort is by Principal Investigator. Sorting by other columns is available by clicking on the desired column header.
Project Title Principal Investigator Strategic Plan Objective Institution
Hattie Larlham Autism Preschool Janini, Kathy Q4.Other Hattie Larlham Research Institute
The Autism Curriculum Encyclopedia® (ACE®) Mansfield, Renee Q4.Other New England Center for Children, Inc.
Guiding visual attention to enhance discrimination learning Carlin, Michael Q4.Other University of Massachusetts Medical School
The American History for ALL Project Amador, Carmen Q4.Other New York City Department of Education, District 75
Development of an executive function-based intervention for autism spectrum disorder Anthony, Laura; Kenworthy, Lauren Q4.Other Children's Research Institute
Developing a school-based social competence intervention (SCI) Sticher, Janine Q4.L.D University of Missouri
Translating pivotal response training into classroom environments Stahmer, Aubyn Q4.L.D Rady Children's Hospital Health Center
Implementing evidence-based social skills interventions in public school settings Locke, Jill Q4.L.D University of Pennsylvania/Children's Hospital of Philadelphia
The impact of classroom climate on autism intervention fidelity and outcomes Dingfelder, Hilary Q4.L.D University of Pennsylvania
Comparison of two comprehensive treatment models for preschool-aged children with autism spectrum disorders and their families Odom, Samuel Q4.L.D University of North Carolina at Chapel Hill
Peer-mediated interventions for elementary school students with autism spectrum disorders Blakeley-Smith, Audrey Q4.L.D University of Colorado Denver
Improving social-communication, literacy, and adaptive behaviors for young children with autism spectrum disorders Kamps, Debra Q4.L.D University of Kansas
High school inclusion program for students with autism spectrum disorders Hughes, Carolyn Q4.L.D Vanderbilt University
Peer support and peer network interventions to improve peer relationships and school engagement Carter, Erik Q4.L.D Board of Regents of the University of Wisconsin System
Contingency analyses of observing and attending in intellectual disabilities Dube, William Q4.S.G University of Massachusetts Medical School
A randomized trial of the SCERTS curriculum for students with autism spectrum disorders in early elementary school classrooms Wetherby, Amy Q4.S.D Florida State University
Leap - USA (Using Science-Based Approaches) Strain, Philip Q4.S.D University of Colorado Denver
Efficacy and sustainability of the STAR program Mandell, David Q4.S.D University of Pennsylvania
Comprehensive autism program using Strategies for Teaching based on Autism Research Young, Helen Q4.S.D Portland State University
The effects of a reciprocal questioning intervention on the reading comprehension and social communication of students with autism spectrum disorder Whalon, Kelly Q4.S.C The College of William and Mary
Writing instruction for children with autism spectrum disorders: A study of self-regulation and strategy use Asaro-Saddler, Kristie Q4.S.C University at Albany, State University of New York