There are many factors affecting the successful inclusion of young children with ASD, and this panel examines those pertaining to relational and academic engagement between teachers and children with ASD, treatment adherence, and intervention access. Blacher and colleagues utilize empirical findings to address the importance of student-teacher relationships and a parental role in these relationships. Preliminary data will also be presented on how teachers’ perspectives can shape the content of a new, relationship-focused intervention. Eisenhower and colleagues examine children’s receipt of school-based ASD services as they transition from the Early Intervention system into school-based special education services at age 3; they examine factors that promote equity and continuity in receipt of services after this transition.  Ruble and colleagues present a promising new observational tool for assessing teachers’ effective instruction in response to intervention; the results also shed light on the potential of teacher coaching interventions. Finally, Azad and colleagues report on parents’ and teachers’ engagement in a parent-teacher consultation intervention; importantly, they report that parents and teachers are more consistent in completing intervention steps when the intervention strategies are aligned with their salient child concerns.