ABSTRACT
Most nonprogressive developmental and learning disorders, including autism spectrum disorders (ASDs), are nonspecific with regard to etiology and pathophysiology. Nonprogressive developmental disorders are, therefore, best characterized in terms of types and degrees of limitations in fundamental developmental areas of functioning such as auditory processing and engaging with others purposefully, as well as symptoms (e.g., echolalia). Yet, both historically and recently, we have focused on symptoms and groups of symptoms comprising syndromes and very specific behaviors, such as saying “hello,” with only partial emphasis on identifying and working with functional developmental capacities that often underlie symptoms and determine overall adaptation. By functional we mean a child’s ability to use a capacity toward an emotional goal or to satisfy a need. It is timely to further systematize a functional developmental approach and explore its implications for improving assessment and intervention practices.
