The Autism Nest Model is a successful and much-praised program adopted by the New York City public school system as well as the top-ranked Danish school system. It has engaged and educated autistic children and their neurotypical peers for more than 20 years. The book's change in title from The ASD Nest Model to The Autism Nest Model is indicative of the evolution not only of language but also the understanding and practice that the new edition reflects. Although the Nest Model is designed for use in grades K-12, this book focuses on the elementary version, which serves students in K-5th grade. The Nest Model helps schools create settings in which all children engage comfortably and successfully. Its comprehensive approach is lauded by families, students, teachers, therapists and school leaders alike. By laying out the process of developing the model, its philosophy, strategies, and practical examples, The Autism Nest Model is now available to a wide audience. Shirley Cohen  earned a PhD in developmental psychology from Teachers College, Columbia University. She worked as a kindergarten and first grade teacher, a remedial reading teacher, and a teacher of children with autism before becoming a faculty member at Hunter College of the City University of New York (CUNY.) Dr. Cohen held numerous roles at the college: Director of the CUNY/NYS Regional Center for Autism Spectrum Disorders; Chair of the Department of Special Education; Associate Dean and Interim Dean of the Hunter College School of Education. Dr. Cohen, the author of several books in the area of disability, worked with colleagues from New York University and Hunter College to develop the Nest program and co-edited the original edition of the book on that Model. She retired from Hunter College in 2011. Allison Graham Brown  is the Executive Director of the Nest Support Project at New York University (NYU) in the Steinhardt School of Culture, Education, and Human Development. Allison earned a BA in psychology from Ohio State University and an MA in education from NYU. Allison has been a proud member of the Nest community since 2006, beginning as a New York City Public School special education teacher at the first Nest middle school. In 2013, she joined the Nest Support Project at NYU and held numerous roles: Instructional Support Specialist, Director of Professional Development, and Director of the Secondary Education Department. During her tenure she supported the launch of the Nest model in Denmark and led the development of the Nest high school model. Allison has been an adjunct lecturer at Hunter College and NYU. Allison partners with school communities, specifically working with school leadership to enhance their equitable and inclusive practices, deepen understanding of neurodiversity, and implementing neurodiversity-affirming and strength based practices. One can barely read the news these days without encountering some mention of autism, usually communicating alarm about its increased prevalence or the myriad possible factors, genetic and environmental, that may cause or trigger it. Parents-to-be and parents of infants are frightened. Well-known figures from the entertainment field are lending themselves to fundraising efforts for research into this condition. Conferences on autism abound. Arguments about diagnosis and labeling pervade the medical and educational fields. Should the term “autism spectrum disorder” have replaced the terms “autistic disorder, Asperger’s disorder, and pervasive developmental disorder-not otherwise specified (PDD-NOS) in the latest version of the widely used diagnostic manual of the American Psychiatric Association (DSM-5)? What genes cause autism? And finally, what treatments and/or supports that are available now will help which children the most? The co-founders (Dorothy Siegel and Shirley Cohen), consultants, and long-term staff of the ASD Nest program have developed and have been implementing an intervention model for higher-functioning children with autism spectrum disorders (ASD) that has enabled almost all of the children in this program to be successfully educated in classes with their more typically developing peers in neighborhood public schools. While providing support for the special needs of these children, we are strengthening their ability to understand and meet social and academic expectations. Who are these “higher functioning” children with ASD? They are children who have challenges in social communication and interactions along with restricted and repetitive patterns of behavior, interests, and activities. Many are highly routine-dependent and resistant to change. Some have unusual reactions to sensory stimuli, with hypersensitivity to one or more types of sensory input. Some have poor self-regulation and frequent meltdowns. Others need extra time to process verbal communications and respond to them. Many are highly anxious. Some flap their hands or jump up and down when they are anxiou