The case study is designed to be used with the inservice training program developed by the Child-Centered Inservice Training and Technical Assistance Network (Syracuse, New York), which provides services to professional and paraprofessional personnel working with students with severe disabilities receiving their education in regular education schools. Larry, an 8-year-old boy with autism and severe behavior problems, attends a special education class located in a regular school. Information is provided on the student and program, intervention needs, and functional analysis. The intervention plan for Larry addressed four areas of need: (1) coping with transitions; (2) refusal to perform instructional tasks; (3) poor management of free time; and (4) inadequate social and communication skills. Ecological, curricular, and consequential strategies were employed. The frequency of his excess behavior decreased and his self-help, functional academic, communication, and social skills increased over the course of the school year. Contains 5 references. (DB)