State departments of education should be required to consider if their state’s eligibility category descriptions need to be revamped after the changes to DSM-5, and handle it accordingly. Otherwise not taking action could leave a severe impact on students and some might not find the services they depended on prior to the change, all thanks to state's hesitation. Teacher awareness of the services a student might need, such as extra time or patience, also depends on the school and therefore a state.
There has to be a steady transition into the new diagnostic structure of autism, otherwise students might fall behind.
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