Children on the autistic spectrum present very heterogeneously yet there is little in the way of a conceptual framework for integrating work on empirically and clinically valid methods for treatment to address the treatment approach that is best for each child. Attendees learn how diagnostic signs of autistic spectrum disorders can be understood as specific functional impairments, with direct effects on aspects of perception, motivation, learning, and expression. A new way of evaluating responder characteristics is discussed and developmental-behavioral treatment plans that identify goals based on developmental level, rate of learning, and specific autistic learning style are explored.