What I should tell you, then, is what we do in my institute.
We work with all ranges of children, not simply children who have very serious problems, but also children who have difficulty understanding what another child is trying to do in play. We work with a broad range of these kids, and what we study is how their brains are developing. We are now in a position where (a) we can identify what constitutes a healthy brain development trajectory, and (b) we can identify what are the experiences that a child must receive in order to have this healthy functioning.
Everything we do tells us that the parent must play the critical role in this process, so our whole program is designed around providing parents with tools. And we provide these tools not in a classroom setting but simply by working with parents, providing them with the tools such that they can either enhance how their child's brain will develop or spot problems early and take effective remedial steps to significantly reduce the severity of that problem.
We are also studying countries that have launched large-scale population programs, universal programs based on exactly the principles I'm describing here, and so far what we see is not only much higher rates of literacy, much lower rates of social problems, but also significantly lower rates of the kinds of developmental, psychological, and behavioural disorders that are escalating dramatically in our own country.