The book's introduction states that the book is written for early intervention providers who are working with young children [ages birth - 3 years] who have autism or characteristics of autism. I agree that this is a good book for professionals, particularly BCBAs, ECI providers/program managers, and university professors...any person in charge of program development for young children with autism. It doesn't seem quite as applicable to teachers or families, although there are some helpful strategies that they could use in the book (a link to an excerpt from the book is at the end of this post).
The book is research-based, and has helpful summaries of research in the chapters. To me, this makes the book a potentially good choice for university professors in graduate training programs for special education and related service providers. It's a good balance of research/theory and practical application.
What I particularly like about the book is the focus on embedding intervention activities into daily family routines. I believe this makes it much easier for families to work with their children, as we're putting learning opportunities into activities that they're already doing anyway. The book also has a section on family stress on page 13, which I think is so important for us as service providers to remember. I sometimes teach a college course for future/current special education teachers on working collaboratively with families. What I love about that class is that we try to understand what families are experiencing (as much as we can), and I think that makes us much better teachers and service providers. This section of the book gave some helpful information on this topic that I think is beneficial to consider when designing intervention procedures for families to use in their homes.
To review some example content from the book to see if it's right for you, you can download sample pages from the publisher here: http://archive.brookespublishing.com/documents/Crawford-building-skills-to-support-flexibility.pdf