This book is intended to offer guidance in writing individualized education programs (IEPs) that deliver high-quality, need-based educational programming for students with autism spectrum disorders. Following an introductory historical overview of special education law, the remaining chapters in part 1 address the quality indicators for each of the essential elements of the IEP, namely, present levels of performance; the underlying conditions governing performance; methodology, criteria and prompt levels; generalization; goals and objectives; measurement, data collection, and evaluation; and other IEP considerations. Part 2 considers how these indicators lead to clear IEP goals and objectives in chapters that address: (1) assessment and decision making; (2) sample IEP goal and objective templates for comprehension; (3) sample IEP goals and objective templates for communication, expression, and oral-motor skills; (4) sample IEP goal and objective templates for social interaction, play, and leisure skills; and (5) sample IEP goal and objective templates for cognitive and social-cognitive goals. Two appendices identify recommended educational programming formats and useful teaching resources. (Contains 57 references.) (DB)