The National Foundation for Autism Research (NFAR) was founded in December 2003 to help accelerate the development, investigation and implementation of innovative treatments programs and services for those with autism. 

Additionally, NFAR created the San Diego Race for Autism to raise community awareness about autism, educate families about community resources and raise funds for local programs and services. 

NFAR achieves its goals through grant-making and direct services.   These programs are helping those with autism by 

 

• -creating new learning and social opportunities,
• -funding studies to improve treatment and assure efficacy of treatment programs,
• -supporting outreach to underserved populations; and 
• -providing for the immediate needs at the classroom level. 

NFAR's key areas of focus include:

1) Educational Interventions for Children with Autism: NFAR works with educators at the classroom, district and university levels to address the unique educational needs of children with autism through:

a) San Diego Autism Teacher's Fund: In 2005, NFAR created a grant program for educators to help meet the specialized needs of their students with autism. To date, NFAR has awarded over 121 teacher grants across 14 different school districts in San Diego, and has reached over 1,000 students.

b) Teacher's Networking Forums and Workshops: Started this year, NFAR wanted to give educators a venue for learning about evidence-based teaching strategies being used successfully in the classroom by other educators for teaching students with autism. Over 320 participants attended these events in 2009.

2) NFAR-funded Community Programs and Pilot Research Studies: NFAR collaborates with agencies with specific areas of expertise to bring new solutions to our community. A few of these projects include:

a) Kids Included Together: NFAR funded the development of an autism training module "Accommodations for Children with Autism" to support the inclusion of children with autism in after-school programs. This training, the consultation follow-ups (child specific and site specific) as well as pod-cast development is being made possible by funding from the San Diego Race for Autism.

KIT works with 54 child and youth organizations across 293 sites in San Diego County including organizations such as youth theatre, YMCA, aquatic programs Boys & Girls Clubs, parks & recreation, "6 to 6" programs, etc. Additionally, this training is now being used nationally and world-wide with contracts through the Boys & Girls Clubs and the US Navy.

b) Rady Children's Autism Intervention Center: A "Jump Start" Program that serves as an interim program while parents are waiting for services to begin. The program is designed as a springboard to quickly move parents from a diagnosis into ways to help their child. The first session is all about autism, autism interventions and autism resources. The last 3 sessions are parent/ child interaction sessions and lay the groundwork for helping to build successful communication, play and social skills while reducing inappropriate behaviors.

c) Poway Unified School District: The District conducted a pilot study of new teaching software "Teachtown", Applied Behavioral Analysis-based Software for Children with Autism in the Classroom. Students involved in the study showed improvement in cognitive and adaptive skills.

d) Chula Vista Elementary School District: The Autism Coordinated Education Team (ACE) which serves over 300 students with autism, was awarded grant funding to implement "Teaching Students with Autism Social Skills through Video Monitoring."

e) P.A.C.E.S. (Parents of Autism and Children Empowering Success) - a program created by a parent and 3 educators for families (incl. siblings) of children with autism grades K-8 in the Vista Unified School District. The monthly meetings include dinner, children and parent programs. NFAR awarded funding to assist in the expansion of the program, including audio/visual equipment and children program materials.

f) University of California, San Diego: The research study entitled "A Sustainable Training Model for Pivotal Response Training (PRT) in the Classroom" is bringing PRT techniques to educators and students with autism in the school setting. This NFAR funded pilot provided the data that has led to a 4-year, federally funded program.

g) Vista Hill Stein Education Center: Provided funding and equipment for the SEC after school program computer lab, as well as software technology to 16 classrooms to meet the communication needs of its non verbal students with autism.

3) Identification, Outreach and Education to the Underserved Latino Community. In California, Latinos make up approximately 40% of our state's population and are one of the fastest growing ethnicities. Yet Latino children with autism are half as likely to be diagnosed and receive fewer services than non-Latino children. Initiatives to address these disparities include:

a) Collaboration with the UCSD Autism Center of Excellence (ACE) to provide bi-lingual professionals and resources to help identify and serve infants of Spanish speaking families who are considered "high-risk" for developing autism, starting as early as 12 months of age. Over 140 pediatricians throughout San Diego are participating in the early identification study, and through NFAR's efforts can now include Latino children.

b) Translating and launching a Spanish language website as a resource for Latino families to learn more about autism, autism signs in children and available autism resources.

4) Preparing Those with Autism for Transition into Adulthood. NFAR is investigating approaches that would better prepare teens with autism for adult life, with sustainable employment opportunities. A few of these initiatives include:

a) San Diego State University Adult Transition Research Study: This study followed 70 families through the adult transition process, examining how schools in San Diego are preparing adolescents to leave the school system, the impact of family views and involvement, and post-school outcomes achieved. This information is being used to assess the transition process in a variety of ways, including further research and investigation at SDSU.

b) San Diego State University - Self Employment for Individuals with ASD Study: SDSU investigated 52 cases where individuals with autism diagnosis were running their own businesses. The study looked at trends for successful self-employment, examined the efficacy of self-employment in general and specific self employment options that might be most sustainable for those with autism.

c) COMPASS Parent Training Sessions: Through an NFAR-funded grant, the COMPASS Family Center at the University of San Diego has developed and delivered a series of Parent Training Sessions for families of special needs adolescents (ages 14 - 22). The training is designed to help families prepare for and manage the adult transition period. Results of the SDSU study were shared and some of this used in the development of the COMPASS Training materials.

 

 For more information on NFAR funded grants, please go to "Grants."