3cisd

3C Institute

E-LEARNING FOR BEHAVIOR CHANGE

Reach more people and maximize your results with DeLP, the dynamic e-learning platform for online instruction.

Why DeLP?

Built on a decade of research, our powerful, dynamic e-learning platform has been proven as effective as in-person instruction. DeLP implements the evidence-based cognitive theory of multimedia learning to engage diverse types of online learners. Learners gain skills and strategies to improve their own behavior, symptoms, and/or overall well-being.

Each DeLP course includes direct instruction, illustrated examples, and opportunities to practice, all customized for the learning objectives and audience.

Tell Me.

A powerful mix of audio, video, and motion graphics to teach instructional content.

Show Me.

Animated or live-action demonstrations and role-plays to illustrate key concepts.

Let Me Try.

Interactive exercises with personalized feedback to practice skills learned.

User-friendly course components

Course components such as self-paced videos and interactive exercises, a user dashboard, an online binder, and a resource center allow users to learn at their own pace and easily revisit course content.

Mini-games

Mini-games support learning through shorter game play. Include mini-games in a course or game-based program to help users practice a specific skill or strategy or check their knowledge. Add them to an assessment to maintain engagement and reward students for progress.

You can use a 3C mini-game as is, 3C can modify the text and graphics of an existing mini-game to support your learning objectives, or we can work with you to develop a new mini-game.

Data collection and analysis

DeLP collects and analyzes user data, measuring user performance and progress to create useful feedback for users and valuable insights for your program. Administrators can review and download data from an administrator dashboard.

Collaborative course development

3C’s team of e-learning professionals will collaborate with you to adapt your content for e-learning and create a successful online course tailored to your learning objectives.

Share our DeLP Catalog, the E-Learning for Behavior Change flyer, or get the details on pricing.

Featured Projects

SCHEDULE A DEMO
News

To provide a more efficient and less costly alternative to in-person training and program delivery, Drs. Bradley Stein, Lisa Jaycox, and Lynsay Ayer of the RAND Corporation partnered with 3C to create an effective, engaging, and personalized online intervention that’s easily disseminated to reach more people. The result was LIFT (Life Improvement for Teens), an online intervention to build stress-management skills for adolescents who have experienced trauma.

3C Institute knows what we’re trying to achieve. Their staff brings a wealth of information, options, and experience so that we can make decisions easily.

Lisa Jaycox, PhD

Senior Behavioral Scientist
RAND Corporation

CASE STUDY

CAMP Air is an online program based on the successful school-based, in-person intervention, Asthma Self-Management for Adolescents (ASMA), developed by Dr. Jean-Marie Bruzzese and colleagues at Columbia University. Through the support of an NIH Fast-track award from the NHLBI (National Heart, Lung, and Blood Institute), Dr. Bruzzese and 3C Institute teamed up to create this dynamic online intervention tailored toward adolescents in grades 9-12 with uncontrolled asthma.

I like that CAMP Air has helped me learn how to talk to my doctor, so that I can do it, not my mother.

– Youth course user

DEMO OR PURCHASE

The Unstuck and On Target online course provides training to parents of children (ages 8-12) with Autism Spectrum Disorder to improve both executive functions and social skills. The team of Unstuck and On Target curriculum authors partnered with 3C to adapt their existing content and develop an online course to make Unstuck more accessible to parents with geographical, scheduling, and/or financial constraints. The course provides robust lessons and supports to help parents learn and practice a new way of understanding their child’s behavior, as well as ways to help their child respond flexibly, regulate their emotions, and manage and plan tasks.

I bought the book and had it on the shelf for three years, but then when the online program came up, I thought, “Wow. Now I will finally do it.” The whole package was really great and I can’t get that from a book.

– Parent course user

DEMO OR PURCHASE

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.