Later on, after the behavior is better established, you can gradually switch to a less frequent reward schedule. The author once served as a consultant on a case where the institutional staff had implemented a behavior program to decrease a patient's aggressive behaviors. They reported that he was doing better, but when the author actually analyzed the daily logs, she discovered that there had been an actual increase in the number of episodes of verbal aggression and threats. In the author's experience, children with neurobehavioral conditions tend to do better if you have a varied and changing reward menu. You can set some limits on choices, but if you don't have anything that really motivates the child, you're unlikely to succeed with your program.
Consequences have two important functions.
Our first intervention should be to change the environment to reduce triggers to undesirable behavior, to provide more support and cueing, and to see if the child has the prerequisite skills to exhibit the desirable behavior. If not, our intervention should be to teach the skills while providing more support and cueing in the environment. Furthermore, if they can't comply with the plan that day and fail, they may lose their motivation to try again the next day. Parents also often know if their child is likely to get too obsessed with the reward system to the point where it is likely to be counterproductive. In the author's opinion, no plan should ever be implemented without fully involving the parent in the design of the plan.