| Pt. I | Improving the prognosis of ASD : myths, facts, early signs, and a new framework | |
| Ch. 1 | Redefining autism and the way we treat it | 3 |
| Ch. 2 | Myths and misdiagnoses of ASD, including Asperger's syndrome | 12 |
| Ch. 3 | Early and ongoing signs of ASD : identifying and helping babies and children at risk | 28 |
| Ch. 4 | New goals for children with ASD : the DIR/floortime model | 36 |
| Pt. II | Families first : how families can use the DIR model to promote relating, communicating, and thinking | |
| Ch. 5 | The "family test" initiative | 57 |
| Ch. 6 | Fostering attention and engagement : bringing your child into a shared world | 65 |
| Ch. 7 | Encouraging two-way communication and social problem-solving | 78 |
| Ch. 8 | Symbols, ideas, and words | 91 |
| Ch. 9 | Logical thinking and the real world | 105 |
| Ch. 10 | Higher levels of abstract and reflective thinking | 115 |
| Ch. 11 | Unique biologies, I : experiencing the world through the senses | 130 |
| Ch. 12 | Unique biologies, II : visual and auditory challenges | 149 |
| Pt. III | Floortime | |
| Ch. 13 | Floortime as a family approach | 163 |
| Ch. 14 | Floortime : what it is and what it isn't | 177 |
| Ch. 15 | Floortime all the time everywhere : creating learning environments | 186 |
| Ch. 16 | The hardest part of floortime : following the child's lead and challenging the child at the same time | 202 |
| Ch. 17 | Working with older children, adolescents, and adults with ASD, I : a lifetime of learning | 212 |
| Ch. 18 | Working with older children, adolescents, and adults with ASD, II : creating learning communities | 229 |
| Pt. IV | Assessment and intervention : the DIR model | |
| Ch. 19 | Assessment : the DIR/floortime approach | 241 |
| Ch. 20 | A comprehensive intervention program using the DIR/floortime approach | 251 |
| Ch. 21 | Educational approaches that promote thinking, communicating, and academic progress | 274 |
| Pt. V | Overcoming difficult symptoms | |
| Ch. 22 | Scripting and echolalia | 301 |
| Ch. 23 | Self-stimulation, sensation craving, overactivity, and avoidant behavior | 310 |
| Ch. 24 | Meal time, toilet training, getting dressed, and coping with new challenges | 322 |
| Ch. 25 | Behavior problems | 334 |
| Ch. 26 | Coping with feelings | 348 |
| Ch. 27 | Meltdowns and regressions | 361 |
| Ch. 28 | Developing social skills | 369 |
| App. A | Outcome studies of the DIR model | 379 |
| App. B | How autism develops : the DIR theory | 395 |
| App. C | Neurodevelopmental disorders of relating and communicating | 409 |