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This study is intended to enhance our understanding of the dramatic increase in autism prevalence rates across the United States. A robust national and multistate sample of children and youth (5-22 years of age) was gathered and analyzed, using visual and statistical analysis of autism eligibility over a 15-to 17-year period. Although the impact of environmental or genetic influences cannot be entirely ruled out, we identified significant shifts in eligibility trends that substantially contribute to the remarkable increase in autism prevalence. Assessment procedures and criteria for autism have sustained an indelible influence from this diagnostic migration, which has had a lasting impact on public schools. We use this information to provide meaningful implications for practicing psychology in the schools.

In recent years, there has been a considerable rise in prevalence rates for autism/autism spectrum disorders (ASD) around the globe. Understanding the patterns of prevalence is essential for policy development at national and local levels that effectively plans for medical, psychological, behavior analytical, and educational interventions. This study presents new data on the prevalence of ASD among preschool and school-age children (ages 1-16 years) in Norway. Based on the International Classification of Diseases (ICD-10) criteria for diagnosis, the rate of ASD increased from 2014 to 2016. The study found a much higher increase in prevalence rate among preschool-age (1-5 years) children than school-age (6-16 years) children over the same 2-year period. At the same time, however, the rate of ASD among school-age children (6-16) compared with that among preschool children (1-5) is higher in 2014 and 2016, indicating a school-age effect. The results also indicate a shifting pattern of gender difference in diagnosed preschool-age children. The male-to-female ratio receiving an ASD diagnosis has increased from 4.46:1 in 2014 to 4.57:1 in 2016, suggesting that the gender gap may be slightly widening for preschool children. For school-age children, the gender gap (male-to-female ratio) is slightly narrowing, moving from 3.53:1 in 2014 to 3.46:1 in 2016. While these changes may not seem significant, the implications of the full findings are discussed.

Access to general education settings for students with disabilities varies greatly among and within states across the United States and worldwide. The variability in placement and lack of access to general education for students with disabilities, particularly students with extensive support needs, are reasons to identify factors associated with placement and then address the role of current policy. Explored in this study were the placement of students with extensive support needs in 938 school districts across the State of California in the United States and the relationship between placement and economic and demographic factors. Results suggest alarmingly low access to general education classrooms for students with extensive support needs, significant variability in placement, and relationships between placement and factors, such as total enrollment, race, and expenditure.

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