ABSTRACT
Changes in diagnosis, programming, and an increased focus upon researchbased interventions have affected classroom services for young children with ASD. The effects of increased numbers of diagnoses continue to strain support systems, and the new definition of ASD in the DSM-5 (APA, 2013) may have an impact on treatment and placement decisions, as school districts and families strive to put students in inclusive settings to the greatest extent possible. Such considerations have the potential to influence how researchers evaluate program quality and play a role in determining future directions for preschool programs.
