Quality data drives effective decisions

Are you frustrated with time-consuming pencil and paper data collection and delays in getting results? 3C’s online assessment and reporting tools efficiently collect and analyze data to guide decision making and next steps. For example, our technology can:

  • guide learners toward the best resources to meet their needs
  • help organizations determine if they are meeting their goals
  • drive continuous quality improvement (CQI) of community-based prevention programs

A bank of assessments

Engaging assessment questions

Student goals based on assessment responses

Student performance over time

Graphic of student results


3C will turn your survey questions into engaging online assessments. Based on user responses, branching technology personalizes the assessment real-time. This customization allows users to focus on topics relevant to their specific needs or situation.


Back-end analysis of user responses provides real-time data results and generates a recommended plan of action. Users can then track their progress on selected goals.


Based on results, the system can direct users to personalized recommendations for learning and CQI resources

Admin Dashboard

Program administrators can view aggregate data, report across users against a recommended plan, and evaluate the success of the program over time.

Featured Projects

With funding from the U.S. Department of Health and Human Services, the Center for School Mental Health at the University of Maryland School of Medicine partnered with 3C Institute to develop a web-based portal that helps schools and districts assess and improve their comprehensive school mental health systems.

The School Health and Performance Evaluation System, or the SHAPE System, is a free resource that helps educators measure the quality and sustainability of their mental health programs as well as their level of trauma responsiveness. The data collection informs planning and implementation of school-wide mental health services.

In response to calls for more efficient and effective testing in schools, 3C Institute has partnered with the Ivymount School, Inc., to develop the Ivymount Social Cognition Instructional Package (IvySCIP), a platform for practitioners to assess the social and emotional learning needs of elementary students diagnosed with high-functioning autism spectrum disorder.

Funded by the Small Business Innovation Research program at the U.S. Department of Education’s Institute of Education Sciences, IvySCIP assesses five key social competencies: self-knowledge and self-advocacy, social interaction, emotional regulation, executive skills and problem solving, and self-care. Reports generated from the assessment help educators prioritize instruction, develop Individualized Educational Programs (IEPs), and track student progress toward meeting goals.


Chief of Research and Learning Content


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.


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


  • 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.