3cisd

3C Institute

FAQ

Q: What are the steps of the development process?

A: The 3C team will talk with the client about the objectives of the client’s project. Based on the client’s budget, 3C will send a statement of work, outlining the scope of work and clarifying deliverables, costs, and timelines. Once the client is ready to move forward in the process, 3C and the client will sign a contract. Each project is led by an expert Project Manager, specifically trained to manage and oversee projects for on-time, high quality completion of project deliverables. There will be a kickoff project team meeting, which includes client and 3C team members, to discuss the development process, timelines, and assign initial tasks. 3C implements an iterative, user-centered process. This means 3C will develop each component, periodically seeking guidance and feedback from clients and end users, so that 3C can refine and finalize development.

Q: What is the background of 3C’s staff?

A: 3C’s multi-disciplinary staff includes clinical and developmental researchers working alongside software and game developers, quality assurance analysts, project managers, graphic designers, animators, videographers, and editors. All project team members are highly experienced in developing technology solutions tailored to assess, train, and otherwise address issues related to social, emotional, and behavioral health in school and community settings.

Q: What about data security?

A: 3C ensures adherence to the highest security standards for the transfer and storage of data. 3C is highly experienced at developing private, secure web-based applications for use in both school and community service settings. 3C’s programs and applications are HIPAA- and FERPA-compliant and meet the strictest data security standards, including compliance with Title 21 Code of Federal Regulations Part 11.

Q: Does 3C have an intellectual property agreement?

A: Yes. 3C owns the underlying proprietary technology and the client owns their intellectual property.

Q: Can 3C host my web-based program or application upon project completion?

A: 3C can host your program or application on a customized website developed by the 3C team. Hosting terms are set forth in the statement of work and contract. Hosting means that 3C will store your content on its servers and deliver that information online to users.

Q: Can users receive CE credit for completing online courses?

A: 3C is authorized to offer CE credit for courses that meet rigorous criteria set by the American Psychological Association (APA) and the National Board for Certified Counselors (NBCC). 3C will also work with clients to offer credits from other organizations. Users who successfully complete the online course, a final test, and an evaluation survey can print a certificate of earned CE credit. The decision to offer CE credit of any kind for an online course must be made before the course is developed to ensure the content meets the relevant criteria.

Q: Through what devices and browsers can users access web-based programs and applications?

A: Applications are built to HTML5 web standards and deployed via the Web for universal delivery across desktop, laptop, and tablet devices (for both OSX and Android operating systems). Users can access 3C’s software through any device with an HTML5 web browser such as Chrome, Firefox, Safari, or Edge (Internet Explorer is not a supported browser).

 

The user interface (graphic design, layout, navigation) for 3C’s programs and applications reflects principles of contextual design and has been repeatedly tested with diverse end users to ensure high usability. It adheres to Web Content Accessibility Guidelines, including 508 compliance, to ensure the broadest possible accessibility for the system.

Q: Does 3C offer support for technical problems?

A: 3C offers ongoing technical support through a help center that provides a contact email for our technical support staff.

CONTACT US

If you have any more specific questions, contact us and we will be happy to assist you!

News

DEB CHILDRESS, PHD

Chief of Research and Learning Content

BIOGRAPHY

Dr. Childress obtained her PhD in psychology at the University of North Carolina at Chapel Hill. Prior to coming to 3C Institute, she served as a research associate and a postdoctoral fellow in the Carolina Institute for Developmental Disabilities at the University of North Carolina at Chapel Hill working on a longitudinal imaging study aimed at identifying the early markers of autism through behavioral and imaging methodologies. She has 19 years of autism research experience, during which she has examined the behavioral, personality, and cognitive characteristics of individuals with autism and their family members. Dr. Childress also has experience developing behavioral and parent report measurement tools, coordinating multi-site research studies, and collecting data from children and families. She has taught courses and seminars in general child development, autism, and cognitive development at the University of North Carolina at Chapel Hill.

Expertise

  • autism
  • early development
  • behavioral measurement
  • integrating behavioral and biological measurement

Education

  • Postdoctoral fellowship, Carolina Institute for Developmental Disabilities (Institutional NRSA-NICHD), University of North Carolina at Chapel Hill
  • PhD, developmental psychology, University of North Carolina at Chapel Hill
  • BS, psychology (minor in sociology), University of Iowa

Selected Publications

  • Elison, J. T., Wolff, J. J., Heimer, D. C., Paterson, S. J., Gu, H., Hazlett, H. C., Styner, M, Gerig, G., & Piven, J. (in press). Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months. Developmental Science.
  • Wassink, T. H., Vieland, V. J., Sheffield, V. C., Bartlett, C. W., Goedken, R., Childress, D. & Piven, J. (2008). Posterior probability of linkage analysis of autism dataset identifies linkage to chromosome 16. Psychiatric Genetics,18(2),85-91.
  • Losh, M., Childress, D., Lam K. & Piven, J. (2008). Defining key features of the broad autism phenotype: A comparison across parents of multiple- and single-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 147B(4):424-33.
  • Wassink, T. H., Piven, J., Vieland, V. J., Jenkins, L., Frantz R., Bartlett, C. W., Goedken, R., … Sheffield, V.C. (2005). Evaluation of the chromosome 2q37.3 gene CENTG2 as an autism susceptibility gene. American Journal of Medical Genetics (Neuropsychiatric Genetics), 136, 36-44.
  • Barrett, S., Beck, J., Bernier, R., Bisson, E., Braun, T., Casavant, T., Childress, D., … Vieland, V. (1999). An autosomal genomic screen for autism. American Journal of Medical Genetics (Neuropsychiatric Genetics), 88, 609-615. doi: 10.1002/(SICI)1096-8628(19991215)88:63.0.CO;2-L
  • Piven, J., Palmer, P., Landa, R., Santangelo, S., Jacobi, D. & Childress, D. (1997). Personality and language characteristics in parents from multiple-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 74, 398-411.
  • Piven, J., Palmer, P., Jacobi, D., Childress, D. & Arndt, S. (1997). Broader autism phenotype: Evidence from a family history study of multiple-incidence autism families. American Journal of Psychiatry, 154, 185-190.