My comments where based entirely on the limitations evident in both the studies from which the articles you quote were 'extrapolated'. Perhaps you would demonstrate how my comments are wrong in those terms. Your notion of chidren 'falling out of school' seems misguided given the failings of the US primary education system, see: http://www.nrrf.org/essay_Illiteracy.html#thegrimstatistics and http://www.statisticbrain.com/number-of-american-adults-who-cant-read/ The study makes no disctinction on the basis of moderate or severe so I assume you are making a distinction between AD and AS-NOS classifications - these do not make distinctions based on severity. Your logic re: the relative rates is opaque to say the least. The pecularities of the UK 'statementing' process is hardly relevant to articles based on studies in the US and Israel. In the US education support is is directly linked to diagnosis, see: http://www.autismnj.org/resources/school_aged and http://www.apa.org/monitor/dec04/autism.aspx I didn't say it was 'right', but that AD and ASD are constructs of the BPS model - take the BPS away and you don't have a condition on which to base a head count or claim the numbers are increasing. I'm not defending the BPS construct - but if you don't like the BPS model then you have nothing on which to base your support for claimed increase beause all the statistics are about the BPS model. I'm just asking that we have some logic in to what was is being argued for.