In this essay I will summarize Fran Horowitz's article "Child Development and PITS". I will use the summary to explain Horowitz's notion of integrative theory. I will also use theory to guide how I practice research and how this theory benefits the research I do. Horowitz's article "Child Development and PITS: Simple Questions, Complex Answers, and Developmental Theory" speaks to the expressed and unexpressed needs of parents, caregivers, and teachers to encounter data and/or answers that demonstrate that there is a sole variable responsible for development outcomes. As a result of these demands, the media generalizes, exaggerates, and popularizes messages and advice. However, messages encouraging single-variable accountability influence “good enough” advice and “seemingly” scientific reasons for instructional failure. The message Horowitz attempts to convey through this article is to counter the idea that simple questions yield simple answers. He states that “if we accept as a challenge the need to act with social responsibility, then we must ensure that we do not use single-variable words… so as to give the impression that they constitute the simple answers to the simple questions posed by the Person. on the streets to avoid contributing to belief systems that will inform social policies that seek to limit experience and opportunity and, ultimately, development” (Horowitz, 2000, p. 8). Horowitz's message is that the more scientific data, the greater the obligation to then integrate theoretical complexities; “a representation of the constitutional, social, cultural and economic sources of influence on development with respect to the nature of the experience and in relation to the circumstance…… center of the card…… real genes during the collection DNA samples. We are also collecting MRI results. The hope with this data is to be able to take a step forward towards dyslexia, to get closer to precision and to understand and understand what influences reading difficulties. Like Horowitz, I believe we all have a social responsibility to uphold. We should not use this or any other data to attempt to provide a single-variable answer to one or more development outcomes. What we need to do, instead, is integrate the factors that influence the context, taking into account the different levels of advantage. Responses to childhood developmental outcomes are complex, continuing to expand and change. However, there is still hope that the growing database will allow us to better understand organism-environment reciprocity, which would help us improve how we apply this knowledge in any field of child development..