In Sagvolden et al.’s conceptualization of how a poor behavioral, social, and academic repertoire arises from an impaired interaction with the environment of an individual with a neurological disorder, we see a convergence between the medical diagnosis and the functional assessment on which the behavioral educational approach is based. If children with such a disorder do show delay-of-reinforcement steepened gradients, it is possible to predict their behavior under given circumstances. This could bring us to more precise diagnostic criteria and better intervention techniques.