When a child is first diagnosed with a developmental disability, clinicians often have a one-time opportunity to influence treatment decisions. Ideally, parents are given information and recommendations about evidenced-based treatment, but, often, this information may not be delivered or received for several reasons. First, the clinician may spend the vast majority of the visit focusing on the basis for the diagnosis. Second, some diagnosticians may not see it as their role to do more than give very general or neutral recommendations. Third, even if strong recommendations are given, the parents of a newly diagnosed child may not be able to attend to more than the diagnostic information due to their emotional reaction to the news they have just received or their immediate concerns about the child’s potential outcome.