We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term "self-stimulatory behavior" is commonly misused as interchangeable with "stereotypy." We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined. We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should be based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism.

Although the etiology of autism spectrum disorders (ASD) and early development of the ASD are not yet well understood, recent research in the field of autism has heavily emphasized the importance of early intervention (i.e. treatment before the age of 4 years). Currently, several methods have been demonstrated to be efficacious with some children however no treatment completely ameliorates the symptoms of ASD or works for all children with the disorder. The heterogeneity and developmental nature of the disorder make it unlikely that one specific treatment will be best for all children, or will work for any one child throughout his or her educational career. Thus, this paper examines early research validating different technologies for individualizing treatment. A discussion of current research on pre-treatment characteristics associated with differential outcomes in treatment, including child, family, and practitioner variables; and how specific intervention techniques address each of those pre-treatment characteristics is provided. The ultimate goal of this line of research is to enable practitioners to prospectively tailor treatments to specific children and increase the overall rate of positives outcomes for children with autism. Research that furthers understanding of how to match clients with efficacious treatments will decrease the outcome variability that characterizes early intervention research at present, and provide for the most efficient allocation of resources during the critical early intervention time-period. This type of research is in its infancy, but is imperative if we are to determine a priori which treatment method will be most effective for a specific child.

The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed.

Designing effective treatments for improving early social behaviors in autism has been identified as a critical research need. One barrier to drawing conclusions about optimal treatments for children with autism is the use of highly varied dependent measures in the treatment literature. Contributing to this is the absence of "gold standard" assessment batteries. This is particularly true for assessing changes in social interaction impairments in very young children with autism. This paper addresses this issue by reviewing variables important in the development and evaluation of assessment measures, discussing previous studies' choices of socially-related dependent measures, and the strengths, limitations, and research questions pertaining to them. It concludes with recommendations for measurement selection and future directions for research.

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