Identified by the American Psychiatric Association (APA, 2013a) as "One of the most important changes in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders …" (DSM-5; para. 1), the autism criteria have been the source of much attention in the popular press. Consequently, it will not be surprising to find parents and other educators asking questions about what these changes mean for a particular child. This article will help address such concerns. The most significant change found in DSM-5 is the decision to drop the five different subcategorical pervasive developmental disorder (PDD) diagnoses in favor of a single unifying autism spectrum disorder (ASD) diagnosis (APA, 2013b). Using DSM-5, individuals will no longer be diagnosed with autistic disorder, Asperger's disorder, Rett's disorder, childhood disintegrative disorder, or PDD not otherwise specified (NOS). While estimates vary, some have suggested that most individuals previously identified as falling into one of these DSM-IV-TR (APA, 2000) categories would be classified with DSM-5's ASD (e.g., over 90%; Huerta et al., 2012). Furthermore, the current criteria specify: "Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger's disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder" (APA, 2013b; p. 51). DSM-5 also added a new diagnosis called social (pragmatic) communication disorder, which will capture some of the individuals that would have been diagnosed PDD-NOS under DSM-IV-TR, but would not be diagnosed as having ASD under DSM-5 (i.e., those individuals with deficits in social communication, but who do not demonstrate restricted interests or repetitive behaviors).