The importance given to the environment as probable .causing factor of the TEA she is small between the scientists, although the existing treatments most effective currently this upheaval to involve the manipulation of ambient contingencies. Sundberg (2004) seems to support itself more in the hypothesis of that the autismo is multicaused by interactions between genetic 0 variable, biological and ambient. However, for some analysts of the behavior (Drash & Tudor, 2004; Ferster, 1961; Malott, the 2004) TEA would be better described as an upheaval that is shaped by contingencies of verbal behaviors whose beginning if would give, in general way, during the first year of life. These authors formulate its theories concerning the etiology of the TEA based on the hypothesis of that this upheaval if develops entirely under the action of specific and completely identifiable contingencies of reinforcing. Ferster (1961) standed out that the disruptive behaviors of an individual with TEA can be kept by the effect in its parents or cuidadores, because they function as aversivo stimulaton that can be discontinued case the cuidador it it supplies a stiffener one. still, it observed that these aversivos behaviors, with passing of the time, probably will be fortified by continuous reinforcing and will predominate on other appropriate behaviors for the age where the child if finds. Following the same line of thought, Drash and Tudor (2004) they base its mannering theory of the TEA in six paradigms of contingencies that would explain the sprouting of the characteristic behaviors of this upheaval: 1) Reinforcing of the verbal behavior of aversivo vocal control, such as to cry or to cry out, or other behaviors of avoidance that can be incompatible with the acquisition of appropriate verbal behaviors for the age; 2) Reinforcing of the verbal behavior of gesticulatrio control and other forms of not-vocal mandos; 3) Anticipation of necessities of the child and consequence reinforcing of a not-responsive repertoire that hinders the reinforcement of vocal and not-vocal mandos; 4) Extinguishing of verbal behaviors; 5) Interaction between factors organic, or vain organic, and mannering factors; 6) Not-suppression of disruptive behaviors and insufficience in establishing instrucional control verbal initial.