With that in mind, the following “treatment plans that worked” are offered as examples to guide professionals in the creation of age-appropriate behavioral treatment interventions for children, and as examples of successful treatment planning documents that parents may provide to professionals as a means of setting basic standards for treatment design and monitoring.

Speech is a normal performance expectation for any child over the age of 1 year, so a mental health professional can assist any child over the age of 1 in acquiring speech skills by addressing the child’s behavior (escape, avoidance) in response to attempts to teach the child age-appropriate communication skills .

Children with socialization deficits may simply not care about the social implications of their behavior, may really not be aware of how their behavior affects others, or may be so self-focused that there are no "others" to affect as far as they are concerned.

Children who learn safety skills in the home, at school, in the daycare setting, at Grandma’s house and in different stores are much safer than children who learn "safety skills" in a special education classroom, no matter how often those skills are taugh

Outcome progress measurement should include a “baseline” measure, which is a starting point in the measurement of treatment outcomes that precedes the start of the treatment period.

Although it is advantageous to show a child that any means of communication is better than not communicating at all, it is important to relentlessly seek to reinforce speaking if the use of speech is a desired means of consistent communication.

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