The authors discuss the non-evidence-based interventions that proliferate in the fields of children’s speech, language, literacy, attention, cognition, working memory, and behavior. They explore the science — or lack thereof — behind the interventions and suggest evidence-based alternatives that enjoy stronger scientific support. Written in lively, readable language, the book provides clear descriptions of each intervention and the populations to whom they are marketed; reasoned explanations of why the intervention should be approached with caution or rejected outright; and suggestions for interventions with proper scientific support, suitable for the children in question.

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