I would begin by finding out where the diagnosis took place. Was it through the school system, or was it through a private psychologist? If the student is diagnosed ASD, and you feel that it was a misdiagnosis, then I would bring that up at an IEP meeting. Perhaps, this student needs to be re-evaluated, and he may actually get a diagnosis of EBD.

I would begin by contacting the Special Education Director at the school and voice your concerns. Many times, there are unseen reasons for placements in the self-contained rooms. Maybe, it could be as simple as an oversight. If the SPED coordinator cannot help with the answer, contact the administrator at the school.

First I would contact his case load manager to see if they are noticing any of the same problems. Either way, I would begin documenting any and all behaviors and situations. I would take this data to their case load manager or the SPED department head and explain it all to them. Make sure you have specific instances and work samples to give as documentation. I also think that having a conference with the students and ask what he/she thinks could help them would be beneficial.

You certainly need to be tracking the student's behavior. Be sure to keep a paper trail of your observations. Be specific in your explanations, keep up with the time and date, and record consequences. Once you have a record, it makes it much easier to take this particular issue to your Special Education Lead Teacher or Principal. Without evidence and exact information, it is difficult to know what needs this child has.

If it was that obvious, I feel that the teacher should have communicated the issue to someone who could have completed some type of re-evaluation process.