This story is about sustained growth leading to change. Growth that promotes and guides change is underpinned by inspiration, innovation, effects on the human condition, and personal and professional commitment.” This quote is from the final paragraphs of this remarkable volume, “A History of Developmental and Behavioral Pediatrics at the University of Rochester: 1947– 2019.” Having been witness to the sustained growth of outstanding developmental and behavioral pediatric programs in the University of Rochester's Department of Pediatrics and allied departments since the late 1960s, I can attest to the fact that the recounting of the historical context within which the programs developed both within the country and within the local environment are portrayed accurately and eloquently. This book is a meticulous chronicling of how the external culture moved from institutionalization, almost warehousing of persons who had intellectual and developmental disabilities, to gradual inclusion in community settings.

These changes demanded visionary leadership to develop new programs to assure that the individuals who had intellectual and developmental disabilities and their families were not placed at undue risk during challenging transitions. New services included the development of safe living environments for persons moving from institutional care to community settings; training of ambulatory interdisciplinary teams of providers; health care, both in a hospital and in the community; education; social services; home services; and integration across services within given programs and between institutions located throughout communities. As the reader will appreciate after reading this history, indeed the leaders of the Rochester program were very much up to this challenging task and skillfully wove together many moving parts in order, over time, to develop an integrated clinical, education, and research effort.

The continuity of leadership of the University of Rochester’s Developmental and Behavioral Pediatrics efforts over seven decades and the evolution of the entire program are detailed with great accuracy. The recognition of many members of the team by the authors, including photographs of these individuals, is a highlight that reminds the reader of the many persons and skills needed to even begin to address the complexity of the care of persons who have intellectual disabilities. These persons were charged with the task of developing the various projects and were often under great pressure to jumpstart services; indeed, they did so skillfully.