Illustrate the functioning of comprehensive model

1) Provide continuity in understanding developmental progress, or lack thereof, in those disorders that affect neurological development;

2) encourage a broader consideration of function and a more diverse selection of methodologies, that is, not restricting assessment to general cognitive development alone;

3) Allow for earlier definition and differentiation of functions during an active stage of developmental gain or delay;

4) Encourage early and specific recommendations that can directly influence the developmental course and reduce the impact of and obstacle to development;

5) provide a basis for measurement of the effectiveness of treatment recommendations;

6) Encourage the elaboration of existing knowledge about the natural history of normal and abnormal brain behaviour relationships in the early years; and

7) Stimulate the development of innovations and techniques that can lead to better science and practice. For example, to evaluate etiological factors more precisely or to increase understanding of later concomitants of early injury or illness. The power that such a model would offer explains why the focus should be increasingly on the very youngest children and on a comprehensive understanding of the full life span.