| Abstract: When combined, contemporary complexity theory, component-composite analysis, non-linear contingency analysis and generative instructional technologies, such as those demonstrated within the Hyper-dimensional, Multi-level (HDML) model of Relational Frame Theory (RFT), provide a useful approach for the development and validation -- when paired with the functional monitoring of the implementation of a multi-layered, multi-component intervention (e.g., a scope-and-sequence curriculum) -- of an empirical “path of treatment” applied to the remediation of idiographic presenting learning challenges and deficits. This paper will discuss (1) the nature of the learning challenges and deficits typically presented by children labelled as “having” autism, (2) the current status and possible future development of a formal path-of-treatment technology for the remediation of these individual learning challenges and competencies, and detail (3) the role of functional curriculum design (FCD) in the empirical validation of reified paths-of-treatment, and (4) how individual differences are accommodated within the breadth and depth of such large-scale treatment models. |