Basic research has linked autism to an underlying neuropathophysiologic substrate, but, for the most part, educationalplanning for autistic chzldren has yet to undergo significant change as a consequence ofthese findings. With occupational therapy's emphasis on the neurobiologic substrates offunctional performance, it may be that researchers in this profession can, based on the current etiologic breakthroughs, develop new theories ofpractice, or refine existing ones, pertinent to autism. This article reviews rece.nt research on the etiology ofautism and discusseseducational assessment andprogramming in light of these findings. Implications for occupational therapy are addressed, and it is recommended that occupational therapist involvement in autism be expandedthrough instrument development and refinement of theories used in clinical practice. Through this enterprise, occupational therapy may further establish its role in the educational management of autistic chzldren, clanfying its relationship to special education.