This paper reports the outcomes of a study that utilized descriptive, qualitative methods and a series of case studies to investigate how students are diagnosed with pervasive developmental disorders, specifically Asperger syndrome under the Individuals with Disabilities Education Act. The study focuses on students attending elementary schools in the counties of southern New Jersey. A sample of 12 students ranging in age from 8-13, was drawn from 9 public schools and 3 private elementary schools in the South Jersey area. A neurologist diagnosed all the students as having Asperger syndrome. Data collection relied upon semi-structured field interviews with special education teachers, regular education teachers, and other school personnel directly involved with educating the children with Asperger syndrome. Data was collected from researcher observations in the academic and unstructured classroom setting. Findings of the study indicate that a small teacher to student ratio was the most successful form of academic intervention, while the behavior modification system in conjunction with positive teacher attitudes was the most successful form of behavioral intervention. Successful forms of social skills intervention were sparse, which indicates a need for further exploration in that area. The report closes with teaching recommendations. An appendix includes the diagnostic criteria for Asperger syndrome. (Contains 36 references.) (CR)