Part I: Overview of Autism Spectrum Disorders, Intervention Research, and Considerations in Developing an ASD Program	28
	Chapter 1: Autism Spectrum Disorders in Children and Youth	29
	Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism Spectrum	29
	Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?	30
	Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASD	31
	Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASDCore Fea.	32
	Social InteractionSocial Interaction	32
	CommunicationCommunication	34
	Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes.	35
	Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes.	36
	Cognitive and Neurocognitive ImpairmentsCognitive and Neurocognitive Impairments	36
	Mental Health, Behavior Disorders, and Adaptive SkillsMental Health, Behavior Disorders, and Adaptive Skills	38
	Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding Difficulties	39
	Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding DifficultiesImplications for Developing ASD Programs	40
	References	41
	Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel	44
	Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel.	44
	Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel.	45
	Comprehensive Treatment ProgramsComprehensive Treatment Programs	46
	Specific Intervention MethodsSpecific Intervention Methods	48
	Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD Intervention	56
	Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.	57
	Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.	59
	Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.	61
	Description of the ProtocolDescription of the Protocol	61
	Objective 1: ASD Program Model: Appropriate Educational and Behavioral Support for Students with ASDObjective 1: ASD Program M.	62
	Objective 2: Improve Student AchievementObjective 2: Improve Student Achievement	62
	Objective 2: Improve Student AchievementObjective 2: Improve Student AchievementASD Program Model: Components Described	63
	ASD Program Evaluation ProtocolASD Program Evaluation Protocol	63
	ASD Classroom Development SystemASD Classroom Development System	63
	ASD Staff Training ModelASD Staff Training Model	63
	ASD Student Support Team: Collaborative Planning and Problem SolvingASD Student Support Team: Collaborative Planning and Probl.	64
	ASD Family-School Collaborative ModelASD Family-School Collaborative Model	64
	ASD Family-School Collaborative ModelASD Family-School Collaborative ModelConsiderations in Applying the ASD Program Developme.	64
	References	65
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation Protocol	68
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	68
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	69
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	71
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	71
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	72
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	73
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	73
	Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.	74
	ObservationObservation	74
	InterviewsInterviews	74
	InterviewsInterviewsQuantitative Methods	74
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program Components	75
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection Plan	75
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis Plan	77
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.	77
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.	78
	InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.	79
	References	79
	Part II: The ASD Program Development and Evaluation Protocol	80
	Chapter 4: Conducting the Needs Assessment	81
	Chapter 4: Conducting the Needs AssessmentASD Program Evaluation Protocol: The Needs Assessment	81
	Methods DescribedMethods Described	82
	Measures DescribedMeasures Described	83
	District/Special Education Program InfrastructureDistrict/Special Education Program Infrastructure	83
	Program QualityProgram Quality	87
	Classroom Instructional QualityClassroom Instructional Quality	87
	Personnel PerformancePersonnel Performance	89
	Social Validity and SatisfactionSocial Validity and Satisfaction	90
	InterviewsInterviews	91
	Student CharacteristicsStudent Characteristics	92
	Student CharacteristicsStudent CharacteristicsConducting the Needs Assessment	92
	Pre-assessment PhasePre-assessment Phase	92
	Identify the Evaluation TeamIdentify the Evaluation Team	92
	Identifying Sources of DataIdentifying Sources of Data	93
	Assessment PhaseAssessment Phase	94
	Collecting the DataCollecting the Data	94
	Data Analysis PhaseData Analysis Phase	97
	Levels of AnalysisLevels of Analysis	97
	Individual Measure Level: Benchmark CriteriaIndividual Measure Level: Benchmark Criteria	99
	Comparative AnalysisComparative Analysis	101
	Student Learner CharacteristicsStudent Learner Characteristics	101
	Report and Disseminate FindingsReport and Disseminate Findings	102
	Post Assessment Phase: Action PlanningPost Assessment Phase: Action Planning	102
	Appendix4.1	104
	ASD Program Survey Tool	104
	Appendix4.2	109
	APQI Algorithm	109
	APQI Algorithm	110
	Appendix4.3	111
	APQI Algorithm	111
	Academic Engagement Recording Form	112
	Appendix4.4	112
	Personnel Performance Scale-3rd Revision	112
	Personnel Performance Scale Rating Form	113
	Personnel Performance Observation Recording Sheet	115
	Appendix4.5	115
	Personnel Satisfaction Questionnaire	115
	Appendix4.6	116
	Parent/Caregiver Satisfaction Questionnaire	116
	Appendix4.7	117
	Stakeholder Interview	117
	Appendix4.8	118
	Student Needs Assessment Worksheet	118
	Coding Key	119
	Appendix4.9	119
	Worksheet to Determine Educational Behavioural Support Needs	119
	Appendix4.10	120
	Needs Assessment Planning Checklist	120
	References	121
	Chapter 5: ASD Program Development Action Planning	122
	Action Planning for the ASD Program	122
	Step 1: Establish an ASD Program Team	123
	Collaborative Planning and Problem Solving	125
	Step 2: Develop a Vision Statement	126
	Step 3: Setting Goals and Identifying Activities	127
	Setting Goals	127
	Identifying Activities	128
	Administrative	128
	Programmatic	129
	Personnel Preparation	130
	Implementing the Action Plan	131
	Evaluating the ASD Program Development Initiative	132
	Developing the ASD Program	132
	References	133
	Chapter 6: ASD Staff Training Model	134
	Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training Model	134
	Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training ModelTraining Curriculum	136
	ContentContent	136
	Training Format and MethodsTraining Format and Methods	139
	Foundations TrainingFoundations Training	139
	In-ServicesIn-Services	139
	Train-the-TrainerTrain-the-Trainer	140
	Technical ManualTechnical Manual	142
	Evaluation of Personnel PerformanceEvaluation of Personnel Performance	142
	Evaluation of Personnel PerformanceEvaluation of Personnel PerformanceDeveloping an ASD Staff Training Model	143
	Considerations in Establishing a Supportive InfrastructureConsiderations in Establishing a Supportive Infrastructure	143
	Fiscal ResourcesFiscal Resources	144
	Personnel ResourcesPersonnel Resources	145
	Policy and Procedures for Staff TrainingPolicy and Procedures for Staff Training	145
	Considerations in Developing a Staff Training CurriculumConsiderations in Developing a Staff Training Curriculum	146
	Identifying ContentIdentifying Content	146
	Selecting Format and MethodsSelecting Format and Methods	147
	Selecting Performance EvaluationSelecting Performance Evaluation	148
	Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training Model	148
	Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training ModelSamp.	149
	Appendix6.1 Sample In-Service	150
	Teaching Students with Autism Using Direct Instruction	150
	In-Service Learning Objectives	150
	Why Use Direct Instruction?	150
	What Is Direct Instruction?	150
	Organizing Instructional Time	150
	Designing Instruction	151
	Designing Instruction: Direct Instruction	151
	Choosing Instructional Formats	151
	Choosing Instructional Formats	151
	Review	152
	Group Activity	152
	References	152
	Chapter 7: ASD Classroom Development System: Designing an ASD Classroom	153
	Chapter 7: ASD Classroom Development System: Designing an ASD ClassroomElements of the Learning ContextElements of the Learnin.	154
	Environmental Supports: Structuring the Learning ContextEnvironmental Supports: Structuring the Learning Context	154
	Physical Space: Designing a Floor PlanPhysical Space: Designing a Floor Plan	154
	SchedulesSchedules	155
	Visual SupportsVisual Supports	156
	Positive Behavior SupportsPositive Behavior Supports	157
	Curriculum and Instruction ElementCurriculum and Instruction Element	161
	Functional AcademicsFunctional Academics	163
	Functional CommunicationFunctional Communication	164
	Social CommunicationSocial Communication	165
	Procedural Element: Personnel PracticesProcedural Element: Personnel Practices	166
	Interdisciplinary Collaborative TeamInterdisciplinary Collaborative Team	166
	Team Meetings: Collaborative Planning and Problem SolvingTeam Meetings: Collaborative Planning and Problem Solving	168
	Personnel Preparation: Staff TrainingPersonnel Preparation: Staff Training	168
	Personnel Preparation: Staff TrainingPersonnel Preparation: Staff TrainingDeveloping the ASD Classroom	169
	Classroom Development ProcedureClassroom Development Procedure	169
	Classroom Assessment and Development Action PlanClassroom Assessment and Development Action Plan	169
	Classroom Development: Stage ModelClassroom Development: Stage Model	170
	Classroom Development: Stage ModelClassroom Development: Stage ModelConsiderations in Developing an ASD Classroom	173
	Appendix 7.1 ASD Classroom Design Checklist	175
	Appendix 7.2 Classroom Development Action Planning Tool	176
	References	177
	Chapter 8: Student Evaluation	180
	Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom Model	180
	Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation Protocol	181
	Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation ProtocolAsse.	182
	Norm-Referenced AssessmentNorm-Referenced Assessment	182
	Criterion-Referenced TestingCriterion-Referenced Testing	182
	Curriculum-Based AssessmentCurriculum-Based Assessment	184
	Functional Behavior AssessmentFunctional Behavior Assessment	185
	Functional Behavior AssessmentFunctional Behavior AssessmentInterview	186
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservation	186
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	187
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	187
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	188
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	188
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	189
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	190
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	192
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	192
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	193
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	194
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	195
	Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.	196
	References	198
	Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem Solving	202
	Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem SolvingASD Student Support Team Structure Described	202
	ASD Classroom TeamASD Classroom Team	203
	ASD Inclusion TeamASD Inclusion Team	203
	ASD School TeamASD School Team	204
	ASD School TeamASD School TeamRoles and Responsibilities of Team Members	204
	AdministratorAdministrator	204
	Special Education TeacherSpecial Education Teacher	206
	Speech-Language PathologistSpeech-Language Pathologist	206
	Other Related Service PersonnelOther Related Service Personnel	207
	General Education Classroom TeacherGeneral Education Classroom Teacher	207
	ParaprofessionalParaprofessional	207
	ParentParent	208
	ASD ConsultantASD Consultant	208
	ASD ConsultantASD ConsultantTeam Meetings	208
	Team MeetingTeam Meeting	208
	Teacher MeetingTeacher Meeting	209
	Parent-Team MeetingParent-Team Meeting	209
	Administrator MeetingAdministrator Meeting	210
	Consultant MeetingConsultant Meeting	210
	Consultant MeetingConsultant MeetingFormat of Team Meetings	211
	Consultant MeetingConsultant MeetingFormat of Team MeetingsCollaborative Team Process	211
	Collaborative PlanningCollaborative Planning	212
	Collaborative Problem SolvingCollaborative Problem Solving	213
	Communication ProcedureCommunication Procedure	214
	Consultation and TrainingConsultation and Training	215
	Consultation and TrainingConsultation and TrainingConsiderations in Establishing an ASD Interdisciplinary Student Support Team	215
	References	216
	Chapter 10: The ASD Family-School Collaborative Model	218
	Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative Model	218
	Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative ModelComponents of the.	219
	Parent Education In-ServicesParent Education In-Services	219
	General Parent Education In-ServicesGeneral Parent Education In-Services	220
	Specific Parent Education In-ServicesSpecific Parent Education In-Services	220
	Parent-Team MeetingsParent-Team Meetings	222
	Home-School CommunicationHome-School Communication	223
	Home ConsultationHome Consultation	223
	Community Information and ReferralCommunity Information and Referral	224
	Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative Model	224
	Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon.	225
	Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon.	226
	School Level SupportSchool Level Support	226
	Targeted LevelTargeted Level	227
	Individual LevelIndividual Level	227
	Individual LevelIndividual LevelConsiderations in Maintaining an Effective Family-School Collaboration	228
	References	228
	Chapter 11: The ASD Program Evaluation Protocol for Continuous Program Improvement	230
	Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program Evaluation	230
	Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD .	231
	Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD .	231
	Assessment of ASD Program Quality: School and Classroom LevelAssessment of ASD Program Quality: School and Classroom Level	235
	Assessment of Personnel PerformanceAssessment of Personnel Performance	236
	Assessment of the Interdisciplinary Collaborative TeamAssessment of the Interdisciplinary Collaborative Team	236
	Assessment of Student Instructional Needs, Progress Monitoring and OutcomeAssessment of Student Instructional Needs, Progress .	237
	Assessment of Social ValidityAssessment of Social Validity	238
	Assessment of ASD Program Model ImplementationAssessment of ASD Program Model Implementation	238
	Assessment of ASD Program Model ImplementationAssessment of ASD Program Model ImplementationData Collection and Decision Making	239
	Data CollectionData Collection	239
	Data Analysis and Decision MakingData Analysis and Decision Making	240
	ASD Program LevelASD Program Level	241
	Program QualityProgram Quality	241
	Program QualityProgram QualityInstructional Context and Personnel Practices	242
	Social ValiditySocial Validity	242
	Student PerformanceStudent Performance	243
	ASD Classroom/Inclusion Model LevelASD Classroom/Inclusion Model Level	244
	Social Validity and AcceptabilitySocial Validity and Acceptability	245
	StudentStudent	245
	Individual Personnel LevelIndividual Personnel Level	246
	Individual Personnel LevelIndividual Personnel LevelApplying Data to Inform Program Activities	246
	Appendix11.1	248
	Problem Solving Checklist	248
	Scoring Key	249
	Domain/Performance Indicators	249
	1. Problem Identification 0 1 2	249
	2. Intervention Development 0 1 2	249
	3. Intervention Implementation and Evaluation 0 1 2	249
	Total Problem Solving Score	250
	Appendix11.2	250
	Service Model Integrity Rating System	250
	Rating System	250
	Descriptor Score Log Score Equivalent	250
	Score Interpretation	251
	ASD Program Components and Ratings	251
	References	252
	Part III: Applications of the ASD Program Development and Evaluation Protocol: A Selection of Case Examples	253
	Chapter 12: Case Example: Inclusion Program Development	254
	Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion Model	254
	Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion ModelCase Description	255
	The School DistrictThe School District	255
	Technical AssistanceTechnical Assistance	255
	The ASD Inclusion TeamThe ASD Inclusion Team	255
	The StudentsThe Students	256
	The StudentsThe StudentsOutcomes of Needs Assessment and ASD Program Development Action Plan	256
	Action Planning and Program DevelopmentAction Planning and Program Development	257
	Action Planning and Program DevelopmentAction Planning and Program DevelopmentProgram Evaluation Data	259
	Program Level DataProgram Level Data	260
	Personnel Performance DataPersonnel Performance Data	260
	Student Outcome DataStudent Outcome Data	261
	Satisfaction and Acceptability DataSatisfaction and Acceptability Data	262
	Satisfaction and Acceptability DataSatisfaction and Acceptability DataSummary and Discussion	263
	References	264
	Chapter 13: Case Example: Redesigning a Specialized School	265
	Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School Redesign	265
	Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School RedesignCase Description: The School.	266
	The School ProgramThe School Program	266
	The School ProgramThe School ProgramNeeds Assessment	266
	Program Level FindingsProgram Level Findings	267
	Personnel PerformancePersonnel Performance	268
	Student CharacteristicsStudent Characteristics	268
	Parent-School CommunicationParent-School Communication	269
	Instructional ContextInstructional Context	269
	Instructional ContextInstructional ContextASD Program Development Action Plan	270
	Instructional ContextInstructional ContextASD Program Development Action PlanYear 1 Objectives and Activities: Establishing an.	273
	Defining the ASD Program Model: Establishing School ReadinessDefining the ASD Program Model: Establishing School Readiness	273
	Building Programmatic InfrastructureBuilding Programmatic Infrastructure	274
	Defining a Continuum of ClassroomsDefining a Continuum of Classrooms	274
	Establishing an ASD Model Classroom at Tier 1: ElementaryEstablishing an ASD Model Classroom at Tier 1: Elementary	275
	Revising Student Admission ProceduresRevising Student Admission Procedures	276
	Redesigning the Clinical DepartmentRedesigning the Clinical Department	276
	Identifying the Staff Training ModelIdentifying the Staff Training Model	277
	Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2	277
	Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2Year 2 Program Development Activities	278
	Expanding the Classroom ContinuumExpanding the Classroom Continuum	279
	Developing the Student Curriculum and Performance Data SystemDeveloping the Student Curriculum and Performance Data System	279
	Developing the ASD Staff Training ModelDeveloping the ASD Staff Training Model	280
	Developing a Program Evaluation ProtocolDeveloping a Program Evaluation Protocol	281
	Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3	281
	Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3Year 3 Program Development Activities	281
	Developing Student Curriculums and Performance Data SystemDeveloping Student Curriculums and Performance Data System	282
	Developing the Staff Training ModelDeveloping the Staff Training Model	282
	Expanding the Classroom ContinuumExpanding the Classroom Continuum	283
	Expanding the Classroom ContinuumExpanding the Classroom ContinuumProgram Evaluation: Summative Data Review and Planning for S.	283
	Program Level OutcomesProgram Level Outcomes	283
	Personnel PerformancePersonnel Performance	284
	Satisfaction and AcceptabilitySatisfaction and Acceptability	286
	Student OutcomesStudent Outcomes	286
	Cost-BenefitCost-Benefit	287
	Cost-BenefitCost-BenefitDiscussion	288
	Chapter 14: Building Regional Capacity: Select Case Examples	290
	Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community Need	290
	Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community NeedEstablishing Community Infrastructure	291
	Community Education InfrastructureCommunity Education Infrastructure	293
	Technical Assistance InfrastructureTechnical Assistance Infrastructure	293
	Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of .	294
	Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of .	295
	Case Example 1: Developing a Continuum of Self-Contained ClassroomsCase Example 1: Developing a Continuum of Self-Contained Cl.	295
	Case Example 2: Developing an ASD Inclusion ContinuumCase Example 2: Developing an ASD Inclusion Continuum	297
	Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion Program	301
	Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion ProgramDiscussion	304
	References	306
	Index	307