The number of children with autism served in early intervention or the public school system appears to be growing at an alarming rate. This article provides a basis for understanding this dramatic increase. In addition, the authors present a brief overview of the characteristics of autism, research on early behavioral indicators of infants and toddlers at risk for the disorder, and indicators that may go overlooked in school-aged children. The authors discuss the effect of autism on the early intervention system and the educational implications of the disorder. Last, the authors address current and pending federal policy initiatives (e.g., the passage of autism insurance legislation) that affect families and practitioners. (Contains 2 tables.)