British supernatural horror starring Robert Sheehan and Lily Cole. Jack (Sheehan) is a severely troubled man, burdened by the voices in his head. When he discovers that the voices he hears are those of dead people, he realises that they are using him as a messenger to send word to their loved ones. When a recently departed journalist gets in contact with Jack, expressing the need to say goodbye to his wife, Jack obeys the voice and finds himself getting close to the grieving widow, Sarah (Tamzin Merchant). As he spends more time with Sarah, Jack learns dark secrets about the couple, making him question the morals of his unwanted gift.

Robert Sheehan is one of Ireland's brightest stars of the screen, both at home and abroad. Best known for his roles in Love/Hate and The Umbrella Academy, Sheehan has received widespread critical acclaim for his acting talent. In his debut collection of short stories, he disappears into characters, challenging the complacencies of everyday experience, often from entirely unexpected angles. Surreal, intelligent, dark and provocative, the collection presents a multitude of observations that will stay with the reader long after the book is finished. Informed by the author's peripatetic life, Disappearing Act reflects on the absurdity of human behaviour. Sheehan delves deep into his characters' streams of self-talk and self-imposed delusions, and explores the dark impulses that lurk below the shiny surfaces of many outwardly normal lives. 'A whacked-out kaleidoscopic miasma of delightful abandon and fun ... Leaves the reader amused, exhilarated and really quite delighted ... you've seen Sheehan act - now watch him dazzle.' Patrick McCabe 'A dazzlingly eclectic collection of short stories' Ben Elton 'Lots of great stories and voices. Reminded me of Irvine Welsh's short stories' Frankie Boyle Warning: Contains Adult Content

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. This book has been developed to familiarize readers with the characteristics of developmentally disabled children, and to introduce to readers aspects of measurement that are of relevance to the assessment of atypical infants and preschoolers. The book has been developed with clinicians and prospective clinicians in mind. These are individuals who are committed to the care and education of developmentally disabled infants and preschoolers and the families of those children. The book has thus been written to provide support for the use of assessment data in planning early interven tion programs. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part. The authors of chapters in Parts II and III had access to the chapters in Part I before writing their chapters. The summary chap ters found in Part IV were similarly written by authors having access to all chapters in Parts I-III. This approach to the development of an edited book was chosen as a way of ensuring an integration of major concepts throughout the book. This process is also a reflection of our belief that assessment is an interdisciplinary process, involving the syn thesis of a number of diverse interests."

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. This book has been developed to familiarize readers with the characteristics of developmentally disabled children, and to introduce to readers aspects of measurement that are of relevance to the assessment of atypical infants and preschoolers. The book has been developed with clinicians and prospective clinicians in mind. These are individuals who are committed to the care and education of developmentally disabled infants and preschoolers and the families of those children. The book has thus been written to provide support for the use of assessment data in planning early interven tion programs. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part. The authors of chapters in Parts II and III had access to the chapters in Part I before writing their chapters. The summary chap ters found in Part IV were similarly written by authors having access to all chapters in Parts I-III. This approach to the development of an edited book was chosen as a way of ensuring an integration of major concepts throughout the book. This process is also a reflection of our belief that assessment is an interdisciplinary process, involving the syn thesis of a number of diverse interests."