Resources 2022

The 2022 Autism CARES Meeting will be held virtually on Tuesday, August 9th from 2 PM – 5 PM ET. Our theme this year is Changing Course and Taking Action: Exploring Solutions to Address Workforce Challenges for Those Serving the Autism Spectrum/Developmental Disability Community

We want to hear more about the resources or activities you are working on related to this year’s theme! Please use the form below to share your program’s resources with other Autism CARES grantees. Resources can include but are not limited to peer-reviewed articles, presentations, videos, reports, and action plans. You may also include strategies, ideas, activities, or works-in-progress that you have tried or explored as it relates to the topic. This may include strategies to improve diversity of the workforce, recruitment and retention best practices, lessons learned, etc.

Please note that we are accepting both published and unpublished resources, activities, or strategies. Your work does not need to be finished to be shared; this is to help facilitate conversations among grantees and encourage future collaboration!

For questions, please contact Jackie Czyzia at

Submitted Resources

Title: Task-shifting as a strategy to increase capacity for patient care in a high-volume developmental and behavioral pediatrics clinic: A quality improvement study

Submitted by: Jocelyn Kuhn, jocelyn,

Description: Task-shifting is when highly skilled workers pass their work, usually as a standardized procedure, to a lesser skilled professional to produce comparable outcomes. Globally, task-shifting has been implemented to improve health care delivery and capacity. Developmental-Behavioral Pediatric (DBP) clinics have commonly faced large and growing patient volumes without sufficient increases in workforce capacity. Task-shifting is one promising strategy to meet current patient demands within the confines of existing staff and clinician capacity. We sought to examine task-shifting DBP intake appointments because these serve the purpose of gathering initial standard information about the child and family through an in-depth discussion that does not necessarily require immediate clinical decision-making.


Title: Boosting Capacity to Screen and Care for Underserved Children with Autism Spectrum Disorders Through a Community-based, Interprofessional Training Program for Pediatric Care Clinicians

Submitted by: Marilyn Augustyn,

Description: This is an abstract from our mixed methods evaluation on a virtual training series for primary care clinicians to conduct ASD screenings and manage the care of patients with ASD.


Title: Developmental Pediatrics Mini-fellowship for Primary Care

Submitted by: Toni Whitaker

Description: Up to 50 hours of free Continuing Medical Education credit provided for case-based clinical observation and didactics for primary care clinicians in hospital outpatient clinics and LEND/UCEDD programs. Participants included primary care physicians and advanced-practice nurses in pediatrics and family medicine. Specific experiences were tailored to the learner’s schedule and topic preferences with ongoing support as needed to participants after program completion. Mini-fellowship enrollment was temporarily halted after pandemic restrictions.


Submitted by: The American Association of Pediatrics (AAP)


A Workforce Survey on Developmental-Behavioral Pediatrics

Differences in Lifetime Earning Potential for Pediatric Subspecialists

Association of Lifetime Earning Potential and Workforce Distribution Among Pediatric Subspecialists

The Pediatric Workforce: Recent Data Trends, Questions, and Challenges for the Future 

Interactive ABP Workforce Data

Improving Developmental-Behavioral Pediatric Care Workflow

Pediatric Subspecialty Shortages Fact Sheets

The Pediatric Subspecialty Workforce and Its Impact on Child Health and Well-Being

Committee on Pediatric Workforce (COPW)