It is important for educators to select efficacious treatments so that children meet the goals on which they are working. This progress occurs with the selection of evidence-based practices. With the increase in the number of children diagnosed with a developmental disability (e.g., autism), however, there has been a corresponding increase in the number fad treatments disseminated to the public. Given the rapid proliferation of alternative unproven treatments, teachers and practitioners face serious challenges in identifying empirically-validated treatments models. Unfortunately, far too many well-meaning professionals continue to incorporate pseudoscientific strategies into their daily practice. Fad treatments, popularized in the media and often endorsed by celebrities, waste money that can be used in providing effective treatments to children with developmental disabilities, and whereas some fad treatments may be ineffective, others may be out right dangerous. In this panel, we will discuss (1) strategies to help teachers and practitioners differentiate between science and pseudoscience, (2) some of the questionable interventions that have been promoted in the media, and (3) potential reasons why behavioral professionals may choose to implement alternative unsupported treatments.