The diagnostic and educational services components of the Austin Early Childhood Special Education Program is reviewed. It is explained that the project's educational planning and curriculum are based on interdisciplinary assessments. Discussed are such diagnostic activities as the initial comprehensive evaluation, instructional arrangement, and the home program. Traced are six steps in the assessment/evaluation process: referral, screening, diagnostic placement, program implementation, program evaluation, and post-program placement. Included are flow charts of assessment and evaluation, and sample forms for referral and diagnostic summaries. Educational services are explained to involve classroom organization and placement according to the student's social competence. Social functioning is reported to be based on four basic classifications: the self involved child; the annoying, disruptive, or clinging child; the child with beginning small group capability; and the child with beginning large group capability. (CL)