To support K–12 students with significant disabilities and get an accurate picture of their skills and knowledge, schools need to implement effective alternate assessment based on alternate achievement standards (AA-AAS). This is the guidebook every team should have—not only to develop successful AA-AAS linked with grade-level content standards, but also to ensure the kind of quality instruction that leads to higher achievement.

The author offers practical strategies for gathering and analyzing information about behaviors, in partnership with the individual concerned, in order to gain a useful understanding of why a particular behavior occurs.

In this book, the authors argue that theory must be combined with data in order for it to be used effectively in developmental intervention.

Parents of children diagnosed with autism are often overwhelmed. They experience a range of feelings that may include denial, wishful thinking, and desperation. Sometimes they pursue unproven or useless treatments and interventions.

Video self-modeling (VSM) is a proven and effective method for teaching new or more advanced skills and behaviors to people with autism. The technique uses homemade videos (created by parents, teachers, or therapists) to demonstrate a desired behavior.

Data collection is one of the critical elements of an effective, efficient, and accountable program that supports student development and learning. However, many intervention teams struggle to develop reasonable and sustainable methods of gathering information about student performance and progress.

The Asperger Plus Child is based on current research and the author's clinical observations from working with brilliant, wild, odd, and difficult children for fifteen years. It provides a map that helps them understand better at home and at school.

CCITSN is designed for the assessment and teaching of children with mild to severe special needs from birth to 24 months' developmental age.

CCPSN is designed for the assessment and teaching of children with mild to severe special needs from 2 to 5 years' developmental age.