Autism Friendly Jobs

Autism-Friendly Jobs: Helping Your Child Build Toward Independence

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Autism-Friendly Auticon
Important Note: LeafWing Center Does Not Hire for Jobs

LeafWing Center is not an employer and does not hire people for jobs. This blog post is for informational purposes only. Our goal is to provide helpful resources and guidance to assist autistic individuals in finding workplaces that support their strengths.

Every parent wonders about the future. You look at your child and see their strengths, their heart, and the unique way they understand the world. But you also wonder what adulthood will look like. Will they find a workplace that sees their gifts? Will they be supported, understood, and valued?

Across Southern California, more employers are recognizing the extraordinary abilities autistic individuals bring to the workforce. Focus. Reliability. Creativity. Precision. These are the strengths companies depend on. The question isn’t whether your child can succeed. The question is helping them find environments where they can thrive.

Imagine your child stepping into a job where expectations are clear, routines feel comforting, and their natural talents become their superpower. That future is possible,  and in communities like Apple Valley, Menifee, Palm Desert, Torrance, and Sherman Oaks, families have more options than ever.

This guide will help you explore autism friendly job paths, supportive employers, and local programs that empower autistic individuals to build meaningful, confident futures.

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What Makes a Job Autism‑Friendly

Autism‑friendly jobs aren’t defined by a single industry or skill set. Instead, they share qualities that help autistic individuals feel grounded and capable. Predictability is often a major factor. Jobs with clear routines, consistent expectations, and structured tasks tend to reduce stress and allow strengths to shine.

Many autism‑friendly roles include features such as:

  • Clear, step‑by‑step instructions that reduce uncertainty
  • Low sensory environments that support focus
  • Consistent routines that help build confidence

When these elements come together, they create a foundation where autistic individuals can thrive, not by masking who they are, but by leaning into their natural strengths.

Autism Friendly Jobs

How to Find an Autism-Friendly Job

It’s also important to consider what kind of job may fit an individual’s needs and abilities best when looking for an autism-friendly job. Jobs that are repetitive and require minimal communication may be ideal for those who need structure and routines in order to succeed at work. There are many different types of jobs available, so it’s important to explore all options before settling on one position.

Steps:

  1. Individuals should identify their strengths and skills that can be beneficial in the workplace. These can include computer skills, problem-solving abilities, or creative thinking. Knowing what qualities to showcase when interviewing for a job can help individuals with autism stand out from the crowd.
  2. It is important to connect with organizations or groups dedicated to helping those on the autism spectrum find employment. These types of organizations have resources and services tailored specifically for those with autism such as job placement programs and training opportunities. They also provide support during the process of finding and applying for jobs.
  3. It is essential to research companies that are known for their efforts in hiring people with autism. These companies often have programs in place to ensure that people on the spectrum are given equal opportunities as others. Websites such as Autism Speaks offer a list of potential employers who are known for providing jobs for individuals on the spectrum.

By taking these steps, those with autism can increase their chances of obtaining an autism-friendly job and having success in the workplace!

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How to Match a Job to Your Child’s Strengths

Finding the right job begins with understanding your child’s unique profile. Think about what energizes them, what drains them, and what environments help them feel calm and capable.

A few helpful questions to consider include:

  • What sensory environments feel comfortable?
  • Does your child prefer written, visual, or verbal instructions?
  • Which tasks do they naturally gravitate toward?

It’s equally important to recognize what to avoid. Jobs that require constant multitasking, unpredictable schedules, or heavy social interaction can create unnecessary stress. When the environment aligns with the individual, success becomes far more likely, and the experience becomes empowering rather than overwhelming.

 

Autism-Friendly Employers

Autism-Friendly Employers

One way to find autism-friendly employers is to research companies that have been noted for their efforts in hiring people with autism. These companies often have programs in place to ensure that people with autism are given the same opportunities as others. Additionally, websites such as Autism Speaks offer a list of potential employers who are known for providing jobs for people on the spectrum.

List of autism-friendly employers:

  • AMC Theaters: works with the FOCUS program, which gives the same opportunities to autistic people to earn a wage and benefits alongside other typical associates.
  • Chevron: works with PathPoint, which helps to place those with autism into jobs that match well with their skills.
  • CVS: works with people with autism to get job training and get a job coach to help them find a job that meets their skills.
  • Ford: developed FordInclusiveWorks to help those with autism get jobs in the company and combat issues that people with autism face in keeping jobs.
  • Google: the website states that they accept, thrive, and benefit from the skills that people with autism bring to the workforce. They also allow for accommodations during the interview and training processes.
  • Grocery Stores (Kroger, Giant Eagle, etc.): Many grocery stores will hire people with autism of all ages, from teens, to young adults and adults, to do entry-level jobs such as bagging, cart return, and stocking.
  • Home Depot: Both CVS and Home Depot work with the same group to help those with autism get job training and match their skills to jobs. To date, 1,000 people with autism have gotten matched with jobs at Home Depot.
  • JP Morgan Chase: launched the Autism at Work program to hire those with autism and allow them access to needed accommodations in the workforce.
  • Lowe’s: won many awards for their inclusive workplace. They offer many opportunities once hired such as scholarships, tuition reimbursement, job coaching, and skill training.
  • Walgreens: works with the group “retail employees with disabilities” and has a special evaluation process for those with disabilities to make sure that they are placed in a job that promotes and uses their strengths.
  • Walmart: scored a 100% on the Disability Equality Index (which measures how well a company is doing with hiring, training, and keeping employees with disabilities). As stated on the website, people with disabilities, including autism, should not feel intimidated to apply for any job on the website.
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Which Jobs Are Best for Autistic Teens and Adults?

Based on the number of companies that will hire a person with autism, it is safe to say that any job could be autism-friendly as long as the person meets the skills required for the job. So, a person with autism should not limit themselves to only certain jobs or only entry-level jobs. A person with autism should first determine what interests them and what their skills and strengths are to determine what kind of job would be suitable for them. They can use a group that provides mentors and training for them to be ready for the workforce, as well as use the company they apply to gain access to the needed resources for them to be successful.

Choosing the Right Job Fit

Choose roles that match your child’s:

  • Sensory needs
  • Communication style
  • Interests
  • Strengths

Avoid roles that include:

  • High unpredictability
  • Heavy social demands

Samples of autism-friendly jobs

Finding employment for individuals with autism can be a challenge, but some jobs are particularly suited to those on the spectrum. Autism-friendly jobs typically have certain qualities, such as being predictable, requiring minimal social interaction, and providing sensory input. These types of jobs may offer great opportunities for individuals with autism to reach their fullest potential.

Here is a list of some potential job opportunities for those on the autism spectrum:

Let Leafwing Center help with the daily routine for your autistic child, so you can have a successful bedtime routine. Our ABA therapists are trained in creating personalized plans that match your child’s ability levels.

  1. Computer Programmer – Computer programming is an excellent job for individuals with autism because it is logical and predictable and offers plenty of solitary work time.
  2. Pharmacy Technician – Pharmacy technicians often work in a quiet environment behind the counter in a pharmacy, filling prescriptions and managing inventory. This type of job requires attention to detail, which many autistic individuals excel at.
  3. Web Designer – Autistic people have the inherent ability to process large amounts of information quickly and accurately, making web design an ideal job opportunity for them. Web design involves designing websites or graphics using software tools; this type of job allows autistic people to utilize their skills without having to interact with others too much outside their comfort zone.
  4. Data Entry Clerk – A data entry clerk typically works alone in a quiet office environment entering data into computer databases or spreadsheets; this kind of job requires accuracy and focus which are traits often seen in autistic people.
  5. Dog Groomer – Dog groomers need to be patient and gentle when dealing with animals, which makes it an ideal career choice for someone on the autism spectrum who enjoys working with animals or has experience working in animal care settings such as kennels or veterinary clinics. Additionally, grooming dogs also involves very little face-to-face contact with clients making it easy for someone who might otherwise feel uncomfortable interacting socially.
  6. Accounting Clerk – Accounting clerks often work independently preparing financial documents such as invoices or accounts receivable/payable records; they also handle routine accounting tasks like recording transactions or reconciling accounts—all tasks that require precision and attention to detail—traits many autistic individuals possess!

In addition to providing employment opportunities for individuals with autism, companies that offer these types of positions can benefit from their employees’ unique skill sets and strengths. For instance, those on the spectrum may have an aptitude for highly structured tasks or an ability to focus intently for long periods of time.

Ultimately, finding a job that suits an individual’s skill set can be a great way to empower individuals with autism. With the right job and support from employers and coworkers, those on the spectrum can reach their fullest potential in the workplace.

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Groups that Help Those with Autism Find Jobs

It may be beneficial to work with organizations or groups dedicated to helping individuals with autism find employment. These organizations often provide job placement resources and services that can be tailored specifically for those with autism. For example, the Autism Society of America has a job placement program that helps connect employers with qualified candidates on the spectrum.

List of groups that partner with individuals with autism to find jobs:

  • Autism at Work: created by JP Morgan Chase to allow those with autism to get the tools they need to succeed. Anything from training, career advice, mentors, and lunch buddies
  • FOCUS Program: stands for Furthering Opportunities, Cultivating Untapped Strengths. The program works with people across all states to employ people at AMC theaters.
  • Ken’s Krew: created by a group of parents who had children with autism as they were worried about them finding satisfactory employment. Their mission is to recruit students with autism in schools, evaluate them for their strengths and skills, provide training, find and help them apply for employment, and support them through employment and beyond.
  • PathPoint: a non-profit that helps people with autism pursue their hopes and dreams through strengthening workplace abilities, building life skills, and developing meaningful relationships.
  • REDI: stands for Retail Employee with Disabilities Initiative. This group helps people with autism gain valuable career skills that give candidates the tools to be successful in any retail setting.

Those with autism have the ability much like anyone else to obtain and maintain a job out in the real world. It just takes a few simple steps to identify the strengths and skills the person has, work with a group supporting those with autism in the workplace, and connect and work with employers who are autism-friendly to be successful. Getting a job can create even more opportunities and offer a chance to gain additional skills for those with autism.

Finally, it’s important to remember that anyone can succeed in any job if they have the right support and guidance from their employer. It’s essential that employers understand how individuals with autism think and act differently than others in order to create an environment where everyone feels comfortable and capable of doing their best work. With some extra patience, understanding, and support from employers, individuals with autism can achieve great success in the workplace!

Skills That Support Workplace Success

Workplace readiness is built gradually through practice, support, and real‑world exposure. Many autistic individuals benefit from learning how to follow multi‑step directions, manage time, and stay focused on tasks from start to finish.

Some of the most important workplace skills include:

  • Task initiation and completion
  • Time management
  • Emotional regulation
  • Asking for help or clarification
  • Problem‑solving

It’s equally important to recognize what to avoid. Jobs that require constant multitasking, unpredictable schedules, or heavy social interaction can create unnecessary stress. When the environment aligns with the individual, success becomes far more likely — and the experience becomes empowering rather than overwhelming.

Key Takeaways

  • Many autistic individuals thrive in structured, predictable jobs that match their strengths.
  • The best job fit depends on sensory needs, communication style, and interests.
  • Workplace readiness skills can be taught and strengthened over time.
  • LeafWing Center helps children build the social, communication, and executive functioning skills needed for future employment.
  • Early support leads to greater independence and confidence in adulthood.

How LeafWing Center Prepares Your Child for Employment

LeafWing Center’s approach creates a meaningful bridge between childhood and adulthood by helping children build the skills they need for future employment. Because every child has unique strengths and goals, employment readiness is always personalized rather than one‑size‑fits‑all.

Workplace Readiness Skills

Clinicians focus on practical skills that help children understand what a workday looks like. This includes learning how to follow schedules, move smoothly between tasks, complete assignments with growing independence, and understand basic workplace expectations. These early habits make future job environments feel more predictable and manageable.

Social & Communication Skills

LeafWing also supports the social side of employment. Through modeling and role‑play, children practice greeting coworkers, asking questions when they need help, and understanding workplace norms. These small but important skills help them feel more confident in everyday interactions, including job interviews.

Executive Functioning Support

Many workplace challenges come down to executive functioning. LeafWing helps children strengthen abilities such as planning, organizing, prioritizing tasks, managing time, and solving problems independently. These skills support success in almost any job setting.

Real‑World Practice

Whenever possible, LeafWing brings learning into real environments. Children may participate in community outings, complete job‑like tasks during sessions, or engage with local programs that offer hands‑on experience. Parents are also coached on how to reinforce these skills at home, creating consistency across settings.

Your child’s future is filled with possibilities. With the right support and the right environment, autistic individuals can build meaningful, fulfilling careers. LeafWing Center is here to support your family as your child grows, learns, and prepares for the future.

Call Us at (888) 436-2532

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Frequently Asked Questions about Parenting Your Autistic Child

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

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What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

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Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

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How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

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What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

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Teacher teaching the student to read

Literacy Strategies for Autistic Learners: ABA-Based Reading Support in Southern California

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Teacher teaching student to read

Helping children with autism spectrum disorder (ASD) learn to read is both a challenge and a joy. Many autistic learners show remarkable word recognition skills—sometimes even hyperlexia, where they decode words far beyond their age level. Yet comprehension often lags behind. Parents and teachers can bridge this gap by combining structured phonics instruction with whole-language approaches, while tailoring strategies to each child’s unique profile.

LeafWing Center provides ABA-based literacy support for autistic learners across Los Angeles County, Orange County, and the Inland Empire. Contact the location nearest you to get started.

Programs for Children

We will discuss:

If you are a parent of a child with autism, you already know that reading is not just about letters on a page. It is connection, communication, confidence, and the chance to understand the world in a new way.

And if you have ever watched your child struggle with phonics, or lose interest during story time, or become overwhelmed by too many words at once, you have probably wondered what you are missing. You may have asked yourself why something that seems simple for other children feels so complicated for yours.

Here is the truth.
You are not doing anything wrong.
Your child is not behind.
Your child is not broken.
Your child simply learns differently.

Autistic learners often see patterns that others miss. They notice details that others overlook. They process information in ways that are unique and powerful. When literacy instruction honors these strengths, everything begins to change.

This is why the right reading strategies matter so much.
Not because you need to force your child into a traditional learning style.
Not because you need to push harder.
But because you deserve to understand what actually works for your child.

Imagine your child feeling calm during reading time.
Imagine them recognizing a word that used to feel impossible.
Imagine them smiling because they finally understand a story.
These moments are not small. They are life-changing.

And you deserve support that helps you create those moments.

When you understand how to break skills into manageable steps, how to use visuals that make reading feel safe, and how to build confidence through positive reinforcement, literacy becomes less stressful and more joyful. You are not just teaching your child to read. You are helping them discover their voice.

LeafWing Center is here to guide you with strategies that are evidence-based, compassionate, and designed for real families. You do not have to figure this out alone. With the right tools, your child can grow, learn, and thrive in ways that feel natural and empowering.

Your child is capable.
You are capable.
And together, you can build a literacy journey that feels hopeful and achievable.

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Understanding the Autism Literacy Journey

For most children, reading begins with phonics—connecting sounds to letters and recognizing patterns. Over time, the goal is to shift from decoding words to making meaning.
Children with autism often excel at decoding but struggle with comprehension. Research shows that while they can recognize words fluently, they may find it difficult to:

  • Understand word meanings
  • Analyze sentence structures
  • Draw on background knowledge
  • Make inferences
  • Monitor their own understanding

This means that teaching autistic children to read requires more than phonics—it requires intentional comprehension support.

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How the Big 5 Reading Strategies Support Autistic Children’s Literacy Development

Yes, the Big 5 reading intervention strategies

  • phonemic awareness
  • phonics
  • fluency
  • vocabulary
  • and comprehension

absolutely applies to teaching children with autism to read. These evidence-based components are the foundation of literacy instruction and can be adapted within Applied Behavior Analysis (ABA) frameworks to meet the unique needs of autistic learners. By breaking each skill into small, structured steps and reinforcing progress with positive supports, parents and teachers can help children build confidence and independence in reading.

Many children on the autism spectrum respond well to visual information. Visual information can be processed and referred to over time, whereas spoken communication is instant and disappears quickly.

Here’s how the Big 5 strategies align with autism-friendly instruction:

  • Phonemic Awareness: Teaching children to recognize and manipulate sounds in words, often with visual or tactile cues.
  • Phonics: Explicit instruction on letter-sound relationships, paired with picture supports and systematic practice.
  • Fluency: Building speed and accuracy through repeated readings, echo reading, and errorless learning techniques.
  • Vocabulary: Expanding word knowledge with visual aids, real-life examples, and interest-based materials.
  • Comprehension: Using social stories, guided questions, and visual organizers to support understanding of text.

By integrating the Big 5 into ABA-based programs, parents and teachers can ensure reading instruction is both research-backed and tailored to autistic learners, making literacy development more accessible and effective.

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Two kids sharing a book

The Best Program to Teach Autistic Children to Read

When choosing the best program to teach autistic children to read, parents and teachers should look for approaches grounded in Applied Behavior Analysis (ABA). ABA-based reading programs are evidence-based and emphasize structured, step-by-step instruction with positive reinforcement. This makes them especially effective for children who thrive on routine and clear expectations. Programs such as Direct Instruction (DI) and Discrete Trial Training (DTT) are widely used because they break literacy into manageable skills and provide repeated practice until mastery is achieved.

To make reading instruction more engaging and effective, ABA programs often integrate:

  • Phonics instruction: Teaching children how letters and sounds connect is critical for decoding words. Phonics, when taught explicitly and systematically, helps autistic learners build a strong foundation for independent reading.
  • Visual supports: Picture cues, icons, and illustrated texts reinforce meaning and aid comprehension.
  • Errorless learning: Minimizing mistakes early on builds confidence and reduces frustration.
  • Positive reinforcement: Rewards and motivators encourage participation and progress.
  • Individualized pacing: Lessons are tailored to each child’s strengths, interests, and developmental needs.

Evidence-Based Strategies for Autistic Children

Phonics-Based Approaches

  • Direct Instruction in Decoding: Use systematic phonics programs with repetition and visual cues.
  • Multisensory Learning: Letter tiles, tactile tracing, and sound-symbol games engage multiple senses.
  • ABA Techniques: Break reading into small steps, reinforce progress, and use errorless learning to reduce frustration.

Whole-Language Approaches

  • Shared Reading: Read aloud with expression, ask questions, and encourage predictions.
  • Storytelling & LEA (Language Experience Approach): Let children dictate stories that are transcribed and read back.
  • Repetition: Revisit familiar stories to build confidence and reinforce comprehension.

By combining ABA methodology with phonics, visual supports, and structured reinforcement, these programs not only improve literacy skills but also foster independence and a genuine love of reading. Parents and teachers can feel confident knowing these strategies are backed by decades of research and proven to help autistic children succeed.

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Autism-Friendly Literacy Tools Backed by ABA

Supporting autistic children in their reading journey requires practical, hands-on tools that parents and teachers can easily integrate into daily routines. These strategies not only make literacy more accessible but also create positive, engaging experiences that build confidence and independence. By combining visual aids, technology, and structured routines with opportunities for choice and modeling, families and educators can foster a love of reading while reinforcing essential skills.

Practical Tools for Parents & Teachers

  • Visual Supports: Diagrams, icons, and graphic organizers make abstract ideas concrete.
  • Technology: Interactive e-books and text-to-speech software provide multisensory engagement.
  • Social Stories: Personalized narratives teach both literacy and social understanding.
  • Routine Reading Times: Predictability fosters comfort and readiness to learn.
  • Modeling: Let children see adults enjoying books—it inspires curiosity.
  • Library Visits: Choosing books independently builds autonomy and excitement.

When parents and teachers consistently use these tools, reading becomes more than just an academic task—it transforms into a meaningful, enjoyable part of a child’s life. Whether through visual supports, interactive technology, or the simple joy of visiting a library, each strategy helps children with autism connect with stories in ways that feel safe, motivating, and empowering. With the right resources and intentional support, literacy development can flourish and open doors to lifelong learning.

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Two girls reading books

Literacy Strategies for Autistic Children by Ability Level

Every child with autism learns to read differently, and the most effective instruction depends on their current communication and literacy skills. By matching strategies to ability levels, parents and teachers can provide targeted support that builds confidence and maximizes progress. Whether a child is nonverbal, developing early speech, or already reading fluently but struggling with comprehension, tailoring the approach ensures that reading instruction feels accessible and motivating. The table below highlights practical strategies and tools aligned with different learner profiles.

Profile Recommended Strategies Example Tools
Nonverbal / Limited Speech Symbol-supported reading, AAC devices, errorless phonics PECS, speech-generating apps
Emerging Verbal Skills Phonics with visual cues, shared reading, ABA reinforcement Letter tiles, adapted leveled readers
Fluent Speakers with Comprehension Challenges Whole-language comprehension strategies, inference-building Graphic organizers, Reading Rockets guides
Advanced Readers with ASD Traits Higher-level comprehension, social-pragmatic reading Discussion groups, thematic literature circles

Using ability-based strategies helps families and educators avoid a one-size-fits-all approach to literacy. Instead, it creates a roadmap that grows with the child—starting with symbol-supported reading for nonverbal learners and progressing toward higher-level comprehension for advanced readers. By combining evidence-based methods with individualized tools, parents and teachers can foster meaningful literacy development and empower children with autism to succeed at every stage of their reading journey.

How to Choose A ‘Just Right’ Book for a Child with Autism

Selecting the right book for a child with autism means focusing on both age-appropriate content and the child’s unique learning style. Books with clear illustrations, predictable text patterns, and structured storylines are often the most effective, since many autistic children thrive on routine and visual cues. Choosing stories that connect to a child’s personal interests—such as animals, vehicles, or favorite activities—can also spark motivation and make reading time more enjoyable.

It’s equally important to consider the book’s language and format. Simple, literal wording helps children grasp meaning without confusion, while avoiding overly abstract or figurative expressions until comprehension skills are stronger. Parents and teachers should look for books that balance accessibility with engagement, creating positive reading experiences that build confidence and support literacy development.

Book Recommendations by Age & Spectrum Profile

  • Toddlers & Preschoolers (2–5)
    • Brown Bear, Brown Bear, What Do You See? – repetition and bold visuals
    • Goodnight Moon – predictable and calming
    • All My Stripes – affirming story about autism
  • Early Elementary (6–8)
    • Benji, the Bad Day and Me – emotional regulation
    • The Way I Feel – emotion labeling with illustrations
    • I See Things Differently – simple introduction to autism
  • Preteens (9–12)
    • A Boy Called Bat – realistic, respectful representation
    • Rules – empathy and perspective-taking
    • My Brother Charlie – celebrating strengths and connection
  • Teens & Young Adults (13+)
    • Can You See Me? – co-written by an autistic teen
    • The Reason I Jump – insight from a nonverbal autistic teen
    • Different, Not Less – Temple Grandin’s empowering profiles

Tips for Parents and Teachers

  • Celebrate small wins—confidence builds motivation.
  • Adjust pacing and strategies flexibly.
  • Embed literacy into daily routines (bedtime stories, grocery lists, playtime).
  • Use stories to teach empathy, self-awareness, and social understanding.
  • Choose sensory-friendly books with calming tones and clear visuals for sensitive readers.

Key Takeaways: Literacy Strategies for Autistic Children

  • Autistic learners often excel at decoding but need explicit support for comprehension.
  • The Big 5 reading strategies (phonemic awareness, phonics, fluency, vocabulary, comprehension) apply directly to autism literacy when adapted with ABA.
  • Evidence-based approaches like Direct Instruction (DI) and Discrete Trial Training (DTT) provide structure and reinforcement.
  • Practical tools—visual supports, social stories, technology, and routine reading times—make literacy engaging and accessible.
  • Matching strategies to ability levels ensures individualized growth and confidence.

How LeafWing Center Supports Autism Literacy

At LeafWing Center, we believe every child deserves the chance to move beyond decoding into true comprehension. Our team integrates ABA-informed reading strategies, tailored book recommendations, and individualized literacy plans to meet each child where they are. Whether your child is just beginning to recognize sounds or is an advanced reader needing comprehension support, we provide structured, evidence-based interventions that foster confidence and a love of learning. By partnering with families and educators, LeafWing Center helps autistic students unlock the joy of reading—and build skills that last a lifetime.

LeafWing Center provides ABA-based literacy support for autistic learners throughout:

  • Los Angeles County
  • Orange County
  • Riverside County
  • San Bernardino County
  • The Inland Empire

If you’re looking for literacy-focused ABA therapy near you, our team is here to help.

Call Us at (888) 436-2532

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

Observational Learning and Children with Autism

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One of the main obstacles to learning that many children with autism face is a lack of observational learning skills. Observational learning requires the coordination of cognitive functions and the processing of social information. Cognitive functions include the domains of perception, memory, learning, attention, decision-making, and language abilities. We will explore the reasoning behind why children with autism struggle to learn by using observation.

In this article, we’re going to discuss:

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Child copy the same puzzle

What Is Observational Learning in ABA Therapy?

Observational learning is a powerful method of acquiring new skills by watching and modeling another person’s behavior, emotional expressions, or attitudes. This form of learning plays a vital role in Applied Behavior Analysis (ABA) and is especially relevant for children with autism, who may face unique challenges in learning through imitation.

According to renowned psychologist Albert Bandura, observational learning doesn’t require direct imitation. A child can learn simply by observing, even if they don’t immediately replicate the behavior. This concept is central to Bandura’s Social Learning Theory, which emphasizes the importance of social context and modeling in human development.

The Four Prerequisites for Observational Learning

For observational learning to occur effectively, four key conditions must be met: attention, retention, reproduction, and motivation. These prerequisites are especially important when designing ABA interventions for children with autism.

Attention

To learn from a model, a child must first pay attention. Factors like fatigue, illness, or sensory distractions can reduce attention and make learning difficult. The characteristics of the model also matter; children are more likely to focus on individuals who are engaging, familiar, or socially reinforced. For example, athletes, teachers, or older siblings often serve as strong models. However, attention can also be misdirected; children may imitate negative behaviors if they see those behaviors rewarded, such as gang members gaining status or money.

Retention

Retention refers to the ability to remember and mentally process the behavior that was observed. For children with autism, this step can be challenging due to difficulties with memory, sequencing, and cognitive processing. While some children may imitate immediately, others may need visual supports, repetition, or task chaining to retain and recall the behavior effectively.

Reproduction

Reproduction involves the physical and mental ability to perform the behavior. A child may observe a basketball player dunking but lack the strength or coordination to replicate it. Similarly, a young horse might try to jump a creek after watching another horse but fail due to developmental limitations. In ABA therapy, reproduction is supported through prompting, practice, and skill-building strategies tailored to the child’s developmental level.

Motivation

Motivation is the driving force behind imitation. Without a reason to act, even a well-observed and remembered behavior may not be reproduced. Bandura identified several motivational factors, including:

  • Seeing the model receive positive reinforcement
  • Anticipating rewards or incentives
  • Avoiding punishment or negative consequences

In ABA, motivation is often enhanced through positive reinforcement, such as praise, tokens, or access to preferred activities. Conversely, if a child observes a model being punished, they may be less likely to imitate that behavior.
Boy playing doctor

Observational Learning Examples

The following are instances that demonstrate observational learning has occurred.

  • A child watches their parent fold the laundry. They later pick up some clothing and imitate folding the clothes.
  • A young couple goes on a date to an Asian restaurant. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils.
  • A child watches a classmate get in trouble for hitting another child. They learn from observing this interaction that they should not hit others.
  • A group of children plays hide-and-seek. One child joins the group and is not sure what to do. After observing the other children play, they quickly learn the basic rules and join in.
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Influences on Observational Learning

Bandura’s research indicates that there are various factors that can enhance the likelihood of behavior being imitated. We are more likely to imitate:

  • Individuals who are perceived as warm and nurturing
  • Individuals who receive rewards for their behavior
  • Individuals who hold positions of authority in our lives
  • Individuals who share the same age, gender, and interests as us
  • Individuals we look up to or who hold a higher social standing
  • When we have been rewarded for imitating the behavior in the past
  • When individuals have a lack of confidence in their own knowledge or abilities
  • When the situation is unclear or unfamiliar

Observational Learning Science class

Uses for Observational Learning

Observational learning can be used in the real world in a number of different ways. Some examples include:

  • Learning new behaviors: Observational learning is commonly employed as a practical method for teaching individuals new skills. This may involve children observing their parents completing a task or students watching a teacher demonstrate a concept.
  • Strengthening skills: Observational learning is an important method to reinforce and enhance behaviors. For instance, when a student witnesses another student being rewarded for raising their hand in class, they are more inclined to raise their hand themselves when they have a question.
  • Minimizing negative behaviors: Observational learning has a significant impact on reducing undesirable or negative behaviors. For instance, witnessing another student receiving a reprimand for not completing a task on time may increase the likelihood of one finishing their own work promptly.
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What learning style do autistic children have?

They tend to have strong visual skills because autistic children tend to focus on details, rather than the whole. Also, autistic children are often visual learners. This might be because visual information lasts longer and is more concrete than spoken and heard information.

What are some challenges that children with autism face when learning?

School activities that may be particularly challenging for students with autism spectrum disorder (ASD), include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines.

Social interactions can be difficult for children with autism, since they may have difficulty understanding non-verbal communication cues such as facial expressions and body language. They may also find it difficult to interpret or respond to the tone of someone’s voice or the inflections that are used when speaking.

Noisy or disordered environments can also be very confusing for students with autism. They may not be able to block out background noise well and may become easily overwhelmed.

Intense sensory stimulation can be a major challenge for children with autism, as they may be easily overwhelmed by loud noises, bright lights, and other environmental factors that can cause an overstimulation response. Observational learning is one strategy that can help children with autism cope with intense sensory stimulation. Through observational learning, the child’s behavior is modeled after another person who is better able to tolerate the sensory changes in expected routines.

In what kind of learning environments are autistic children most successful?

Children with autism thrive in a structured and predictable environment. Establish routines early on and keep them as consistent as possible. In a world that’s ever-changing, routine and structure provide great comfort and support to a child on the autism spectrum.

Tips to Support Observational Learning at Home

Supporting observational learning in children with autism starts with intentional modeling and structured routines. Here are practical, ABA-informed strategies parents can use at home:

  • Model behaviors clearly and consistently
    Demonstrate tasks slowly and with exaggerated movements. Narrate your actions aloud to help your child focus on both visual and verbal cues, a key step in building attention and retention.
  • Use visual supports and PECS
    Pair your modeling with visual aids like charts, photos, or the Picture Exchange Communication System (PECS). PECS helps children with limited verbal communication express needs and follow modeled routines more independently.
  • Practice in predictable routines using a behavior chain
    Choose familiar activities like brushing teeth or setting the table. Break these into smaller steps using a behavior chain, and teach them sequentially with:

    • Forward chaining: Start with the first step and build forward.
    • Backward chaining: Start with the final step to help your child experience success early and stay motivated.
  • Celebrate small imitations with positive reinforcement
    When your child imitates a modeled behavior, even partially, offer positive reinforcement like praise, tokens, or access to a favorite activity. Reinforcement increases the likelihood that the behavior will be repeated.
  • Use ABA strategies like HOH prompting and fading
    HOH prompting (hand-over-hand guidance) can help your child physically experience a modeled action. Over time, reduce support using fading techniques to encourage independent learning and build motivation.

Observational learning is a powerful tool for children with autism, especially when supported by consistent modeling, structured routines, and ABA strategies like prompting, chaining, and reinforcement. By creating a home environment rich in visual cues, positive feedback, and step-by-step guidance, parents can help their children build confidence, independence, and meaningful social connections, one small imitation at a time.

Let LeafWing Center partner with you to ensure that your child achieves their maximum potential. Leafwing takes pride in building a rapport between the learner and the therapy team, especially at the beginning of the ABA therapy program. The staff should work on establishing a positive relationship with your child. This is important not only in the beginning but throughout the program. During the first few weeks, there will be a lot of play and conversation with your child to make them feel comfortable and have fun with the Behavior technician. This creates positive experiences and improves learning rates for better outcomes.

For more information regarding this topic, we do encourage you to speak with an ABA technician or email us at info@leafwingcenter.org

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Related Glossary Terms

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

What is ABA therapy?

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Applied Behavior Analysis (ABA) therapy is an evidence-based scientific technique used in treating individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities. In general, ABA therapy relies on respondent and operant conditioning to change or alter behaviors of social significance. ABA therapy differs from behavior modification in that it changes behavior by first assessing the functional relationship between a particular or targeted behavior and its environment. The ultimate goal of ABA therapy is for the learner to gain independence by learning and developing new skills, thereby increasing positive behavior and reducing the frequency of negative behaviors.

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Who Can Benefit from ABA?

ABA therapy is widely used for autism, but it also supports individuals with:

  • ADHD (Attention Deficit Hyperactivity Disorder)
  • OCD (Obsessive-Compulsive Disorder)
  • PTSD (Post-Traumatic Stress Disorder)
  • Panic Disorders
  • Other developmental and intellectual disabilities

Each program is customized to meet the unique needs of the individual.

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ABA therapy

ABA therapy is effective

Applied Behavior Analysis (ABA) is a scientifically backed, highly individualized treatment method that can be effective in many ways. The ways in which ABA can be effective depend on several factors, including, but not limited to, the individual needs of the learner, frequency of treatment, specific interventions, and the environment in which services are implemented.

ABA therapy and challenging behaviors

One of the ways ABA therapy proves effective is through the identification and treatment of challenging behaviors. At the start of services, clinicians assess and define these behaviors, then determine their function—why they occur and what purpose they serve.

This process begins with a Functional Behavior Assessment (FBA), which guides the creation of a comprehensive Behavior Intervention Plan (BIP). A strong BIP uses research-backed strategies to reduce unwanted behaviors while teaching replacement behaviors that serve the same purpose but are socially appropriate and easier to use.

For example, if a learner shows aggression to escape a difficult task, replacement behaviors like requesting a break or asking for help may be introduced. These alternatives help the learner meet their needs more constructively, reinforcing long-term growth and emotional regulation.

Challenging behaviors

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

  • Performs repetitive movements, such as rocking, spinning, or hand flapping
  • Performs activities that could cause self-harm, such as biting or head-banging
  • Develops specific routines or rituals and becomes disturbed at the slightest change
  • Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff, or exaggerated body language
  • Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn’t understand the overall purpose or function of the object
  • Is unusually sensitive to light, sound, or touch, yet may be indifferent to pain or temperature
  • Doesn’t engage in imitative or make-believe play
  • Fixates on an object or activity with abnormal intensity or focus
  • Has specific food preferences, such as eating only a few foods or refusing foods with a specific texture

ABA therapy and skill development goals

ABA therapy is also highly effective in identifying and targeting skill development goals. These goals are designed to address specific areas where a learner may experience delays or challenges. The process begins with a thorough assessment to determine which skills need support.

Skill deficits can span multiple domains, depending on the learner’s individual needs. Common areas include communication, self-help routines, motor coordination, social interaction, and play skills. Each domain is evaluated carefully to ensure that goals are both meaningful and achievable.

The ABA team works closely with the learner’s family to select development goals that align with current clinical priorities. These goals are personalized and evolve over time as the learner progresses.

Ultimately, the purpose of skill development in ABA therapy is to improve the learner’s overall quality of life. By building independence and confidence, these programs help individuals engage more fully in daily routines, relationships, and learning environments.

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How your therapist provides ABA therapy

ABA therapy is highly customized to the individual’s particular clinical needs. Typically, an ABA therapist implements a Behavior Intervention Plan (BIP), skill-building lessons (these are commonly called “programs’ in the field of ABA), and engages in play with the learner.

The BIP is specific to each learner. The BIP will focus on developing a strategy that relies upon ABA principles to effectively reduce challenging or unacceptable behaviors while promoting an increase in socially appropriate and desirable behaviors. The techniques the ABA therapist may use include positive reinforcement, redirection, shaping, or extinction (just to name a few). The skill-building lessons or programs the ABA therapists conduct will also vary from individual to individual based on their clinical needs. These might include lessons such as washing hands, number/letter/color identification, initiating and maintaining play with a peer, reciprocal conversation, motor skills, and so much more.

ABA therapy and skill development goals

Creating the ABA therapy behavior plan

A Board Certified Behavior Analyst (BCBA) is responsible for conducting the initial and ongoing assessments and developing the BIP and skill-building programs. The BCBA also serves as a liaison between and consults with the family/caregiver so the most effective and individualized behavioral and skill-building goals are designed. Once developed, the plan is implemented by the ABA therapist.

The role of the ABA therapist

ABA therapists play a vital role in implementing individualized treatment plans. They are trained and supervised by a Board Certified Behavior Analyst (BCBA) and work directly with learners, typically in a one-on-one setting.

A key part of their work involves building strong rapport. Therapists spend time engaging the learner through play, conversation, and other enjoyable activities. These interactions help foster trust and create a positive learning environment.

Play and conversation are rich with learning opportunities. Skilled ABA therapists use these moments to teach important social and communication skills. Examples include sharing, turn-taking, reciprocal conversation, waiting, and tolerance.

Therapists may also support imaginative and pretend play, helping learners label their environment and express creativity. These skills promote emotional growth and social understanding.

The work of an ABA therapist is dynamic and compassionate. It blends education, creativity, and connection, making each session both purposeful and fun.

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Key Takeaways

ABA therapy is more than behavior management; it’s a pathway to independence and confidence. It’s grounded in science, tailored to each individual, and delivered with care.

  • ABA supports people with autism and other developmental challenges
  • Therapy focuses on both reducing challenging behaviors and building life skills
  • Sessions are personalized and often play-based to keep learners engaged
  • A BCBA leads the process, supported by trained ABA therapists
  • ABA is effective across age groups, with early intervention offering strong outcomes

Whether you’re just beginning your journey or seeking a new approach, ABA therapy offers hope, structure, and meaningful progress.

How LeafWing Center Can Be a Resource

At LeafWing Center, we believe every individual deserves the opportunity to grow with dignity, clarity, and support. Our ABA therapy programs are designed to meet learners where they are emotionally, developmentally, and behaviorally.

We start with a comprehensive intake process, led by a Board Certified Behavior Analyst (BCBA), to understand your goals and challenges. From there, we build a personalized treatment plan that includes:

  • One-on-one sessions with trained ABA therapists
  • Ongoing progress monitoring and family collaboration
  • Skill-building across communication, self-help, and social domains
  • Flexible scheduling to meet your family’s needs

We also offer caregiver training and support, because we know that growth happens best when everyone is empowered.

Whether you’re just beginning your journey or seeking a new approach, LeafWing Center is here to guide you—with expertise, compassion, and a commitment to lasting change.

Ready to take the next step? Contact us today to learn more about our ABA therapy services.

Call Us at (888) 436-2532

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

Autism learner

ABA Therapy at Home in Southern California

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Applied Behavior Analysis (ABA) therapy isn’t limited to clinics; it can be powerfully and effectively delivered right in your home. With thoughtful planning and expert guidance, in-home ABA therapy allows children with autism to learn and grow in the comfort of their own environment. Trained behavior technicians work directly with your child during scheduled sessions, using proven strategies to build communication, social, and daily living skills. The duration and frequency of these sessions are customized based on your child’s unique needs and the recommended treatment hours outlined by a Board Certified Behavior Analyst (BCBA).

By bringing therapy into the home, families gain more than convenience; they gain a front-row seat to their child’s progress and a deeper understanding of how to support that growth every day.

Let’s discuss some considerations and steps of ABA therapy in a home setting:

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ABA Therapy at Home

What is ABA Therapy at Home?

Applied Behavior Analysis (ABA) therapy at home is a personalized, evidence-based approach to helping children with autism develop essential life skills, reduce challenging behaviors, and thrive in their natural environment. Instead of traveling to a clinic, families receive support directly in their homes from trained behavior technicians and Board Certified Behavior Analysts (BCBAs).

Why Choose In-Home ABA Therapy?

Home-based ABA therapy offers unique advantages for both children and caregivers:

Benefits for Children

  • Familiar environment: Reduces anxiety and distractions
  • Real-life skill development: Daily routines become learning opportunities
  • Behavioral insight: Therapists observe natural behaviors in context
  • Faster generalization: Skills learned at home transfer more easily to other settings

Benefits for Parents and Caregivers

  • Convenience: No travel required—ideal for busy families
  • Flexible scheduling: Therapy hours tailored to your routine
  • Hands-on training: Learn ABA techniques alongside your child
  • Family involvement: Siblings and other caregivers can participate

Considerations When Starting ABA Therapy at Home

ABA therapy at home services provides an invaluable resource for children and families who are looking to benefit from Applied Behavior Analysis (ABA) interventions. ABA is a type of therapy that focuses on using positive reinforcement and other behavior modification techniques to achieve desired behavioral changes in children. When considering ABA therapy services at home, there are a few important points to consider:

Consultation with a Professional: It is advisable to consult with a qualified behavior analyst who has experience and specializes in ABA therapy. They can assess your child’s unique needs, develop an individualized treatment plan, and provide the necessary guidance throughout the process.

Create a Structured Environment: It is helpful to establish a structured and organized environment at home to support the progress of therapy. This can include designated areas for different activities, visual schedules, and clear boundaries. However, this can also vary in treatment if the professional you are working with wishes to work on the generalization of therapy by varying the location in your home. That being said, whatever area is used for therapy, that area should be conducive to therapy.

Identify Goals: Work with the behavior analyst to identify specific target behaviors or skills you want to address through ABA therapy. These can be related to communication, social interaction, daily living skills, or reducing challenging behaviors.

Develop a Reinforcement System: ABA therapy uses positive reinforcement to encourage desired behaviors. Create a system of rewards or reinforcers that motivate your child. This can include verbal praise, tokens, small treats, or access to preferred activities or toys.

Implement Teaching Procedures: ABA therapy often uses discrete trial training (DTT) or naturalistic teaching strategies to teach new skills. These methods involve breaking down skills into small, manageable steps and providing repeated practice and reinforcement.

Treatment Consistency: Consistency is crucial in ABA therapy. Implementing the therapy techniques consistently across different caregivers and environments over time will yield the best results. Repetition can be necessary to ensure that a skill is learned and helps solidify skills, so your Board Certified Behavior Analyst (BCBA) will ensure regular practice and review sessions are planned for.

Data Collection: Keep track of your child’s progress by collecting data on their behaviors and skill acquisition or perhaps your treatment team will also handle this. The data that is collected helps evaluate the effectiveness of the therapy so that the therapy team can make necessary adjustments to the treatment plan as needed.

Collaboration and Training: Involve other family members or caregivers in the therapy process. For example, grandparents, adult children, and others who have or have had a hand in raising your child. The BCBA will collaborate with those individuals to ensure consistency among everyone and provide them with training on ABA techniques so that they can follow the treatment plan and support your child’s progress.

Generalization and Maintenance: The Board Certified Behavior Analyst (BCBA) and the treatment therapy team will help your child generalize the skills learned during therapy to other settings and situations (e.g., the grocery store). The BCBA will develop a plan to practice the learned skills in different contexts and gradually fade prompts and supports to promote independence and maintenance of skills.

Ongoing Communication with Professionals: Regularly communicate with the behavior analyst or therapist to discuss progress, address challenges, and receive guidance. They can provide ongoing support and adjust the therapy plan as needed. Additionally, if you also have your child receiving speech therapy or occupational therapy, all of those professionals should be communicating about therapy.

Remember that ABA therapy should be personalized to meet your child’s specific needs and should be implemented in a compassionate and supportive manner. The field of ABA is moving to an even more positive treatment approach. Working closely with your ABA professional and maintaining open communication to help ensure the effectiveness and success of ABA therapy your loved one receives at home.

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Behavior Therapist at In-Home Service

Benefits of LeafWing’s ABA Therapy at Home for your child with autism

ABA therapy at home, provided by LeafWing Center, offers a variety of benefits for children with autism. ABA, or Applied Behavioral Analysis, is an evidence-based approach to helping children with autism develop essential skills and behavior management techniques. With LeafWing’s ABA Therapy at Home program, caregivers can have the support and guidance of an experienced ABA therapist in their own homes.

Here are just a few benefits of In-Home ABA Therapy:

Familiar Environment: In-home services may be more beneficial for children who struggle in large settings and could benefit from the familiar environment of their home. Meeting the therapy team in a comfortable space can make it easier for some to adapt to therapy and reduce distractions during skill-building.

Observe daily routines: The behavior technician can gain valuable insight into family systems, dynamics, and routines when they work with your child from home. This understanding of the natural home life can support caregivers in creating goals and building impactful skills for the child and family.

Experience personalized support in the comfort of your own home: Behavior technicians can provide care in the home, allowing them to address skills and behavior strategies in the child’s real-life settings. Home settings offer more opportunities for training in independent daily living skills and can help children function more independently and generalize those skills quicker than learning in a center.

Addressing challenging behaviors that occur exclusively at home: Children may exhibit different behaviors at home compared to daycare or preschool. For example, they might wander or act aggressively only at home. They may also struggle when certain individuals are present, like their dad or grandma. In these cases, offering in-home support allows us to identify the underlying causes and directly address these behaviors.

Stronger bonds with loved ones: By serving in the home, technicians can spend more time with siblings and facilitate family interactions to help children strengthen their social skills.

An emphasis on behavior intensity: In certain cases, when a child’s behaviors are extremely intense and impede progress at the centers, in-home therapy may be a more appropriate choice. This allows the technician to collaborate with caregivers and develop a plan to address the behaviors before focusing on acquiring other skills.

Boost motivation: In-home therapy has the benefit of using familiar spaces, toys, and family members as reinforcers. For example, therapists can use backyard play as reinforcement, which is not typically available in a center setting. Additionally, therapists can teach caregivers to understand and use reinforcers as motivators. By coaching caregivers on how to use items at home for reinforcement effectively, it becomes easier for them to increase motivation on their own.

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Advantages of ABA Therapy at Home Services for Parents

Advantages of ABA Therapy at Home Services for Parents

ABA therapy programs are effective in providing training to the learner’s parent or caregiver.

Easier access to caregiver training and coaching: Autism therapy impacts the whole family. LeafWing’s programs offer caregiver training and family education. Therapists can come into the home and involve caregivers in daily routines. They can also teach strategies for addressing behavioral issues. This helps with relational skills development and success.

Convenience: Our in-home service options provide convenient therapy without the need for travel, saving time for our families. This is particularly beneficial for caregivers who work from home.

Flexible, tailored hours: Leafwing Center customizes the in-home therapy schedule, considering medical recommendations. They offer comprehensive full-day programs as well as focused part-time therapy.

Call Us at (888) 436-2532

Insurance Coverage

How to Get Started

The first step to receiving home-based ABA therapy is to obtain an official autism diagnosis from a healthcare provider. Contact any of our locations to schedule an assessment.

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Insurance Coverage for ABA Therapy

LeafWing Center works with an ever-growing number of insurance providers who cover ABA therapy for the treatment of autism. Here are just a few of the providers with whom we work with:

  • Aetna
  • Anthem Blue Cross of California
  • Beacon Health Options
  • Beacon Health Strategies
  • Blue Cross/Blue Shield of Illinois
  • Blue Cross/Blue Shield of Texas
  • Blue Cross/Blue Shield of Washington
  • Blue Shield of California
  • Blue Shield of California Promise Health Plans
  • CalOptima Direct (Orange office only)
  • CIGNA
  • Comprehensive Care Corp./Advanzeon Solutions Incorporated
  • Comprehensive Behavioral Care Incorporated
  • LA Care (Sherman Oaks office only)
  • Magellan
  • MHN Managed Health Network Incorporated
  • Molina Healthcare of California
  • Health Plus aka Multiplan
  • Magna Care aka Multiplan
  • Managed Health Network Incorporated aka MHN
  • Meritain Health
  • Optum UBH
  • Optum Health Behavioral Solutions
  • Pacific Care Behavioral Health
  • SCS-UBH aka Optum/UBH
  • United Medical Resources
  • United Health Care
  • Windstone Behavioral Health

If your insurance provider is not on the list, we recommend you contact them directly to learn more about their coverage. Please contact LeafWing Center if you have any questions about whether or not your provider offers insurance coverage for ABA therapy to treat autism.

After the assessment is complete, and your funding source has authorized ABA services, your provider will assign a team for your child. This team will include a supervisor and one or several Behavior Technicians. Expect to receive a schedule of services before the beginning of each month. Additionally, expect your ABA provider to reach out to you to receive your availability for services and to create a schedule that best fits your loved one’s needs.

Our team of healthcare professionals assists parents with every step of the process, including insurance verification and creating a weekly therapy schedule.

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Key Takeaways for Parents and Caregivers

  • ABA therapy at home is a powerful way to support children with autism in familiar, real-life settings.
  • LeafWing Center offers personalized care, flexible scheduling, and expert guidance every step of the way.
  • Caregivers play a vital role in reinforcing skills and supporting long-term progress.
  • In-home therapy can address behaviors that only occur at home and build stronger family bonds.

At LeafWing Center, we believe that every child deserves compassionate, individualized care. Our in-home ABA therapy program is designed to meet your child where they are—literally and emotionally.

By working in your home, our therapists gain deeper insight into your child’s routines, challenges, and strengths. We help you create a structured, nurturing environment that supports growth and independence. Whether your child is just beginning their journey or needs support with specific behaviors, LeafWing Center is here to guide you with expertise, empathy, and proven strategies.

Ready to get started? Contact LeafWing Center today to schedule a consultation and unlock your child’s potential.

Call Us at (888) 436-2532

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

A boy reading a book with his mom

ABA Therapy in Everyday Life

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Students learning in the classroom

Applied Behavior Analysis (ABA) therapy is one of the most effective, evidence-based approaches for helping children with autism spectrum disorder (ASD) build meaningful skills. But for many families and educators, ABA can feel clinical or distant, something reserved for therapy rooms and specialists.

In reality, ABA is most powerful when it’s woven into the everyday rhythms of life. Whether you’re navigating mealtime meltdowns, classroom transitions, or bedtime routines, ABA offers practical, compassionate, and deeply supportive tools.

This guide is designed to help parents, caregivers, and teachers understand how ABA works, why it matters, and how to apply its principles in real-world settings. It also introduces key ABA terms, connects you to trusted resources, and shows how LeafWing Center can support your child’s journey.

Table of Contents

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What Is ABA Therapy and Why Does It Matter?

ABA therapy is a scientific approach to understanding behavior and learning. It’s based on the principle that behavior is shaped by its environment, and that by adjusting environmental factors, we can encourage positive behaviors and reduce those that interfere with learning or social connection.

ABA is not a one-size-fits-all method. It’s highly individualized, meaning therapists work closely with families to identify goals that matter most—like improving communication, increasing independence, or reducing challenging behaviors. These goals are broken down into small, teachable steps and reinforced through consistent, positive feedback.

One of the foundational techniques in ABA is reinforcement, which provides a consequence that increases the likelihood of a behavior occurring again. For example, if a child says “more juice” and receives juice, that behavior is reinforced. Over time, reinforcement helps build communication, social, and self-help skills.

LeafWing Center emphasizes that ABA is not about controlling behavior; it’s about teaching. It’s about helping children learn how to express themselves, navigate their world, and build confidence through structured, compassionate support.

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Real-life ABA therapy moments

How ABA Supports Children in Real-Life Settings

ABA therapy isn’t confined to a clinic. In fact, it’s most effective when applied in the environments where children live, learn, and play. This is known as natural environment teaching, a method that uses everyday moments as opportunities for learning.

At Home

ABA strategies can be seamlessly integrated into daily routines. For example:

  • Morning routines: ABA breaks tasks like brushing teeth into manageable steps using chaining. A therapist might use forward chaining, teaching the child to first pick up the toothbrush, then add steps gradually until the full routine is mastered.
  • Mealtime behavior: Through prompting, providing verbal, visual, or physical cues, parents can guide their child toward trying new foods or sitting at the table.
  • Sibling interactions: ABA can support taking turns, sharing, and conflict resolution using reinforcement and modeling.

These strategies help children build independence while reducing frustration and confusion.

In School

Educators often use ABA principles to support learning and behavior. For example:

  • Transitions between activities: Visual schedules and verbal prompts help children move smoothly from one task to another.
  • Classroom participation: ABA supports attention, following instructions, and engaging with peers through structured reinforcement systems.
  • Behavior management: Teachers can use antecedent modification, adjusting the environment before a behavior occurs, to prevent disruptions and promote focus.

ABA also helps with generalization, the ability to apply learned skills in new settings. For example, a child who learns to raise their hand in therapy can be taught to do the same in the classroom, with support from both the therapist and teacher.

In the Community

Whether it’s a trip to the grocery store or a visit to the park, ABA helps children navigate public spaces with confidence. Therapists may use social stories or role-playing to prepare children for new experiences, reinforcing appropriate behaviors and teaching coping strategies.

Supporting ABA at Home and in the Classroom

You don’t need to be a certified therapist to use ABA strategies. Parents and teachers are essential partners in the process, and small changes can make a big difference.

Here are five practical ways to support ABA therapy in everyday life:

  1. Use clear, simple instructions.
    Children with autism often benefit from direct language. Instead of saying “Can you clean up?” try “Put the blocks in the bin.” This reduces ambiguity and sets a clear expectation.
  2. Reinforce positive behavior immediately.
    Whether it’s a high-five, a token, or verbal praise, reinforcement should be meaningful to the child. If a child uses a new word or follows a direction, celebrate it.
  3. Be consistent across environments.
    If a behavior is reinforced one day and ignored the next, it can lead to confusion. Work with your child’s ABA therapist to align strategies across settings—home, school, and therapy.
  4. Teach replacement behaviors.
    Instead of punishing challenging behaviors, ABA focuses on teaching more appropriate ways to meet the same need. For example, a child who hits when frustrated might be taught to use a break card or verbal request.
  5. Collaborate with your child’s ABA team.
    Share what’s working at home or school. Therapists can help tailor strategies to fit your environment and goals, ensuring consistency and progress.

LeafWing Center emphasizes that ABA is not about rigid control; it’s about compassionate teaching. Their therapists work closely with families to ensure that strategies are respectful, individualized, and rooted in the child’s strengths.

Call Us at (888) 436-2532

Little girl playing with blocks

Essential ABA Therapy Tips for Families

  1. ABA therapy for children with autism builds essential life skills through everyday routines.
    From brushing teeth to classroom transitions, ABA uses structured techniques like reinforcement and prompting to teach independence and communication.
  2. Parents and educators play a vital role in supporting ABA therapy outside of clinical settings.
    Consistency, clear instructions, and collaboration with therapists help children generalize skills across home, school, and community environments.
  3. ABA is not about controlling behavior—it’s about teaching replacement behaviors and fostering growth.
    Challenging behaviors are addressed with compassion, using strategies like functional behavior assessments and natural environment teaching.
  4. LeafWing Center offers personalized ABA therapy tailored to each child’s unique needs.
    Their team of BCBAs and RBTs works closely with families to create supportive, evidence-based treatment plans that promote confidence and connection.
  5. Understanding key ABA terms empowers caregivers to apply strategies effectively.
    Concepts like chaining, generalization, and antecedent modification help demystify the process and make ABA accessible in everyday life.

How LeafWing Center Can Help

If you’re a parent, caregiver, or educator seeking support for a child with autism, LeafWing Center offers comprehensive ABA therapy tailored to your child’s unique needs. Their team of Board Certified Behavior Analysts (BCBAs) and Registered Behavior Technicians (RBTs) works collaboratively with families to create personalized treatment plans that promote growth, independence, and joy.

LeafWing’s approach is grounded in evidence-based practices, but it’s also deeply human. They understand that every child is different and that progress is built on trust, consistency, and meaningful connection.

From in-home sessions to school-based support, LeafWing Center brings ABA therapy into the environments where children thrive. Their goal is not just to reduce challenging behaviors, but to build skills that empower children to live fuller, more connected lives.

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Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

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a young boy holding a analog clock

Using Time Warnings To Help Students With Autism

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Time warnings are a powerful tool to help students with autism navigate daily transitions with greater ease and confidence. Whether it’s moving from playtime to lunch or shifting between classrooms, transitions can be one of the most challenging parts of the day. For many autistic students, the sudden end of a preferred activity or the uncertainty of what comes next can trigger anxiety, resistance, or emotional distress. These moments aren’t just inconvenient—they can disrupt learning, relationships, and a child’s sense of safety.

Because students with autism often thrive on routine and predictability, introducing time warnings can gently prepare them for change. When used consistently, time warnings foster flexibility, reduce stress, and support smoother transitions across environments and tasks.

In this post, we’ll explore:

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Using time warnings to help students with autism

Is it time? Do I need to get ready to go to my next class?

What are time warnings?

Time warnings are a frame of reference for students with autism to process how much time is left in an activity. Time warnings are actual timers or time limits being set to aid students with autism in transitioning either from activity to activity, environment to environment, or activity to reward. Without these time warnings, students with autism can be very distraught when it’s time to move and this can cause undesired behavior to occur. Time warnings can be used in addition to and with visual schedules as well as star charts. Time limits can be listed next to the item on visual schedules so that students with autism can set their own timer for the activity.

Why use time warnings

Time warnings are more than just countdowns—they’re proactive tools that support emotional regulation, executive functioning, and behavioral stability in students with autism. Transitions can be overwhelming, especially when they’re abrupt or unpredictable. For autistic learners, the shift from one activity to another often involves processing multiple changes: sensory input, social expectations, and task demands. Without adequate preparation, these moments can lead to anxiety, resistance, or behavioral escalation.

By introducing time warnings, caregivers and educators give students a chance to mentally and emotionally prepare for what’s coming next. This simple strategy helps reduce the cognitive load and creates a sense of control and predictability. It’s not just about avoiding meltdowns—it’s about building trust and teaching flexibility over time.

ABA therapists often use time warnings as part of antecedent strategies to reduce transition-related stress and teach flexibility.

From an ABA perspective, time warnings fall under antecedent modification—a technique that adjusts the environment before a behavior occurs. Instead of reacting to a challenging moment, we shape the conditions to prevent it. Time warnings act as gentle cues that signal change is coming, allowing students to shift gears more smoothly and with less distress.

When paired with visual schedules, auditory cues, and consistent routines, time warnings become part of a larger framework that fosters independence, emotional resilience, and success across settings.

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Using time warnings to help students with autism

How to use time warnings with students with autism

Using time warnings effectively takes consistency, patience, and practice. It’s not a one-time fix—it’s a skill that builds over time. The goal is to help students anticipate change, not fear it.

One way to make the process smoother is to involve the student in setting the timer. Whether it’s a large visual clock at home or a classroom timer, giving them control over the countdown helps build awareness and ownership. When students know a transition is coming, they’re better prepared to shift gears—emotionally and cognitively.

Abrupt transitions can feel jarring, especially if a student is deeply engaged in an activity they enjoy. Without enough time to process the shift, they may feel overwhelmed or resistant. Time warnings offer a buffer—a moment to adjust, prepare, and feel safe in the change.

Age-Specific Examples

  • Preschoolers:
    Use picture schedules with sand timers (hourglass) and simple phrases like “First blocks, then snack.” Visual cues paired with short verbal reminders help build routine and understanding.
  • Elementary Students:
    Try digital timers alongside verbal countdowns: “Five more minutes of reading, then we’ll clean up.” Pair this with consistent classroom routines to reinforce predictability.
  • Teens:
    Incorporate phone alarms, written agendas, or calendar apps. These tools foster independence while still providing structure. A simple heads-up like “You’ve got 10 minutes until your next class” can go a long way.

No matter the age, the key is to make time warnings part of a predictable rhythm. When students know what to expect—and when—it builds trust, reduces anxiety, and supports smoother transitions throughout the day.

Coupling auditory reminders with time warnings to help students with autism

While a physical timer that beeps when finished is a helpful auditory cue, it’s just one of many sound-based strategies that can support smoother transitions. Pairing auditory reminders with time warnings can reinforce predictability and reduce anxiety for students with autism.

Some effective auditory tools include:

  • A bell or chime
  • Verbal “time left” reminders
  • Natural task-end cues paired with a reward

A bell or soft chime can signal that an activity is ending and it’s time to move on. These sounds are gentle enough to avoid sensory overwhelm, yet distinct enough to catch attention. They work well in both classroom and home settings.

Teachers and caregivers can also use verbal countdowns. Even if a timer is visible, a student deeply engaged in an activity may miss the visual cue. Saying “five minutes left” or “two more minutes” out loud helps anchor their awareness and prepare them emotionally for the shift.

Multiple reminders work best. Repeating time-left cues at intervals creates a steady rhythm that supports processing and reduces the chance of surprise or resistance.

In addition, many activities have a natural ending—like finishing a puzzle, completing a chart, or wrapping up a game. Verbalizing this progression can ease the transition.

For example: “Just two more puzzle pieces, then it’s time for recess.”

This kind of cue not only signals closure but also connects the end of one task to the beginning of something positive, reinforcing motivation and emotional regulation.

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Visual Schedule

Coupling visual cues with time warnings to help students with autism

Many students with autism benefit from visual supports like if/then or first/next charts. These tools clearly show what task comes first and what follows—whether it’s another activity, a reward, or a change in environment.

Because autistic learners often thrive on visual structure, pairing these charts with time warnings can make transitions smoother and more predictable.

Visual cues can also come naturally from the task itself. For example, if a student is working through a stack of cards, watching the pile shrink becomes a visual signal that the activity is nearing its end.

Timers are another helpful visual. Seeing the countdown reinforces the idea that time is passing and a transition is coming. This can reduce anxiety and build trust in the routine.

For students who are sensitive to sound, signing the word “finished” at the end of a task offers a gentle, non-verbal cue that the activity is complete. It’s a respectful way to communicate closure without overwhelming their senses.

Key Takeaways: Using Time Warnings to Support Students with Autism

  • Time warnings ease transitions
    They help students with autism prepare for change, reducing anxiety and resistance during daily shifts in activity or environment.
  • Consistency builds success
    Introducing time limits takes practice and patience, but over time, they can lead to smoother, more predictable days for both students and educators.
  • Promotes student ownership
    Time warnings encourage students to take responsibility for their own transitions, fostering independence and emotional regulation.
  • Pair with visual and auditory cues
    Combining timers with charts, verbal reminders, bells, or natural task-end signals strengthens the effectiveness of time warnings.
  • Practice makes progress
    The more consistently time warnings are used, the more familiar and comforting they become—creating a supportive rhythm for everyone involved.

At LeafWing Center, we understand that every child with autism has unique needs—and that transitions can be one of the most challenging parts of the day. Our experienced ABA therapists are here to guide you in introducing time warnings that are tailored to your child’s environment, communication style, and developmental level.

Whether you’re a parent navigating routines at home or a teacher managing classroom flow, we’ll help you build a personalized strategy that combines visual cues, auditory reminders, and compassionate support. Together, we’ll create smoother transitions and more confident moments—for your child and for you.

Ready to get started? Let LeafWing Center help you build a personalized time warning strategy that fits your child’s unique needs. Call us today to get started.

Call Us at (888) 436-2532

Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

Transition strategies for autistic students

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Transition strategies for autistic students can be very beneficial when helping them move successfully from one activity to another. Every student transitions multiple times throughout the school day, and these moments can be especially challenging for those with autism.

Providing autistic students with warnings about the time remaining in an activity offers a helpful frame of reference. It gives them time to mentally prepare for what’s coming next.

Individuals with autism spectrum disorders (ASD) often experience greater difficulty shifting attention from one task to another or adapting to changes in routine. These cognitive adjustments can be overwhelming.

As a result, transitions are frequently accompanied by stress, anxiety, and frustration. Without proper support, these moments can disrupt learning and emotional regulation.

Fortunately, a number of strategies have been developed to assist individuals with ASD, both in preparing for transitions and in supporting them during the shift itself.

The benefits of transition strategies for students with ASD:

  • Reduce the amount of transition time.
  • Increase appropriate behavior during transitions.
  • Rely less on adult prompting.
  • Participate more successfully in school and community outings.

We will dive deeper into this topic and share some valuable information.

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Transition strategies for autistic students

Time to transition to the next classroom

Why incorporate transition strategies for autistic students

Transitions are a large part of any school day as we move to different activities or locations. Studies have shown that up to 25% of a school day may be spent engaged in transition activities, such as;

  • moving from classroom to classroom
  • coming in from the playground
  • going to the cafeteria
  • putting personal items in designated locations like lockers or cubbies
  • gathering needed materials to start working

Some students with ASD may have difficulties associated with changes in routine or environments and may need “sameness” and predictability. These difficulties may eventually hamper one’s independence and limit the student’s ability to succeed in a school setting. Various factors related to Autism Spectrum Disorder may lead to difficulties during transitions.

Additionally, the neuropsychological process known as the ‘Executive Function’ is heavily involved in making transitions. This function helps the brain to shift and reallocate attention and other brain resources when required. In autism, there are often gaps in this system. Because of these gaps, the brain may struggle with stopping one task and transferring attention and other thought processes onto another.

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Transition strategies for autistic students

Different types of transition strategies for autistic students

When deciding which transition strategy to use, you must consider the individual. Usually, verbal cues like “You have 5 more minutes to do your work” are harder for students with ASD to process. Verbal concepts relating to time are hard for them to grasp, especially if telling time is not a strong point for them. Furthermore, it doesn’t allow them enough time to prepare for the transition. Visual transitions seem to work better like:

  1. Visual Timer: A timer that shows in red how much time is left.  When the red indicator is gone, the student needs to transition to the next activity.
  2. Visual Countdown: A list of tasks that are removed until they are gone, which means it is time to transition.
  3. Elements of a visual schedule: An actual schedule so the student can see the sequence of activities that will occur for a given period, enabling them to transition better to the next activity.
  4. Use of Objects, Photos, Icons, or Words: An actual object or a photo of an image or words the student can hold that explains the transition.
  5. Use of Transition Cards: The card represents what the student will be transitioning to next, with a word spelled out or an image of the transition displayed for the student to refer to. These are very helpful concrete learners.
  6. Fixed Container/Box: It is beneficial to have a container in a certain location where the students can put their materials before transitioning to the next location or activity. Furthermore, teaching students to put away materials after completing an activity can function as a natural queue in which one activity ends and another begins.

Concrete cues help answer any questions that autistic students might have about the transition, reduce confusion, and help develop productive transition routines. Learn what cues work best for your student with autism. Team members should examine how the environment and transition strategies work best for autistic students. You may need to use multiple cues to help the autistic student transition more smoothly. Be aware that if an area is too crowded, loud, overstimulating, or averse for some reason, individuals may resist transitioning to that location.

Structure and consistency will help reduce the amount of work that the brain needs to do to make a transition. Keeping materials for upcoming tasks in an easily identifiable and consistent place and keeping the general order of daily tasks consistent can also help make transitions more automatic.

All of these simple yet very effective support strategies are easy to use and help both students and teachers during everyday classroom activities.

Three Key Techniques to Remember with Transition Strategies

One technique that can help an autistic student and the support staff during a transition time is taking the hassle out of the activity. Having the next activity planned and ready to go can help reduce outbursts during transitions. Asking a student to transition and then setting up the activity as they are transitioning will cause the transition to go poorly because then the student has to wait, which is also difficult for students with autism to do.

The second technique to remember is to give warnings. Gentle warnings can aid in a smoother transition. A warning alerts the student that a transition is upcoming so that it does not catch them off guard. Warnings can either be verbal, visual, or both, whatever works best for that particular student. It is important to keep them consistent so that the student associates the warning with a transition each time.

The third technique to remember is to adapt the transition to the child’s activity. For example, work must be completed before a chosen fun activity. Regardless of the adaptation, it is crucial to keep expectations the same. Failing to do so can create confusion and create more challenging behaviors during transition.

Key takeaways to consider:

  • Change one thing at a time
  • Look out for signs of anxiety and dysregulation
  • Give them time to process the change
  • Give adequate planning time
  • Keep supports in place

At LeafWing Center, we specialize in helping children with autism navigate transitions with confidence and clarity. Our ABA therapists are trained in evidence-based techniques that reduce anxiety, foster independence, and create smoother experiences in both classroom and community settings. We work closely with families and educators to ensure that each child’s support plan is consistent, personalized, and effective across environments.

Whether your child is preparing for a new school year, shifting between activities, or adjusting to changes in routine, LeafWing Center is here to guide the way. Our team is committed to empowering autistic students with the tools they need to thrive, one transition at a time.

Ready to learn more? Contact us today to speak with a specialist and explore how our transition strategies can support your child’s growth.

Call Us at (888) 436-2532

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

Visual Schedule

Using Visual Supports to Help Students with Autism in the Classroom

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Students with autism often benefit from visual supports that guide them through daily routines, tasks, and behavioral expectations. These supports not only help with task completion but also reduce anxiety, foster independence, and improve classroom behavior.

This guide explores the most effective visual strategies—including visual schedules, activity completion cues, choice boards, and star charts—and provides practical tips for parents, teachers, and therapists.

Table of Contents

Each of these visuals aids the student in navigating and completing tasks at school to have a better, more productive day and reduce problematic behavior that gets ignited by change and anxiety.

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Visual Schedule

The Benefit of Using Visual Schedules

A visual schedule can help show a student an overview of their day. It will show activities, tasks, and events, and at what times these occur. Having a visual schedule can make transitioning for students easier and less stressful. Visual schedules allow students to begin practicing the skill of predicting change and being okay with it. Visual schedules also help students with ASD become independent of adult prompts and cues.

Within an overview visual schedule for the day can be multiple mini-visual task organizers. These mini-task organizers help to break down a task or assignment into steps or parts to be completed by the student. These visual steps help to foster independence by helping a student being able to complete the task on their own. Make sure the student with autism understands the concept of sequencing activities. This will help to eliminate any meltdowns or confusion about the visual schedule that could occur.

The use of a visual schedule and mini-visual task organizer does not happen overnight. Repetition and reminders are the keys to success with these schedules. A visual tap reminder to the portion of the schedule that is current can help remind a student where and what they should be doing. Having a repetitive and consistent day-to-day schedule also increases the odds of a better time through the use of visual schedules.

Practical Tips for Implementing Visual Supports

  • Keep it consistent: Use the same visuals across home, school, and therapy.
  • Pair visuals with reinforcement: Praise or reward students for using them correctly.
  • Model and practice: Show the student how to use each support.
  • Fade prompts gradually: Encourage independence over time.
  • Update visuals regularly: Ensure schedules and charts reflect the student’s current routine.
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What is a Visual Activity Completion for a student with autism?

A visual or audio signal to a student with autism that a task is complete or almost complete.

As stated above, students with autism can have trouble with transitions between activities or events. Therefore, having a signal came to be a great way to make the transition fun and easy for all involved. Some examples of activity completion signals are:

  • Turning over an icon card
  • Checking off a box on a list of activities
  • Turning on a timer
  • Placing the assignment in a folder or box

No matter which option you pick, it is still important to teach students with autism how to respond to the signal. It will take some practice for students to respond appropriately to these signals. Additionally, it is vital to continue to reinforce and reward positive and appropriate behavior from the signal.

Learn how Choice Boards help to foster good choice-making decisions

A choice board incorporates choice into a visual schedule. Any students, but especially those with autism, thrive and can have more positive behavior when a choice is involved. A choice allows a student to feel in control of their learning and the situation they are currently in. Choice does not mean allowing a student to do what they please; rather, it lets a student take ownership in completing a required task. No matter the choices are given, both should result in the same desired outcome.

For example, it’s time for recess and the students need to put on coats and gloves. A choice can be which one they want to put on first. Regardless, both will be put on for the desired outcome of being ready for recess, but it lets the student take ownership of getting ready.

In order for choice boards to be successful, the choice needs to be discussed aloud and physically pointed to the choices. This helps the student with autism create a connection and be able to quickly make a choice. Making a choice should not be a lengthy process; there should be a limited number of choices so that the student is not overwhelmed. This makes it easier to choose in a minute or less and be able to complete the task.

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Star chart

Star charts help to achieve a desirable behavioral result

A star chart, also known as a behavior chart, is a visual reward system for students of all ages. It allows the student to see how close they are to receiving a pre-determined reward. Star charts encourage good behavior and allow for student independence as well. Language delays and problematic behaviors such as physical aggression or self-injury can be effectively addressed using star charts. This type of tool provides the much-needed structure and reassurance that a child with autism requires. The Star chart is the motivation the student with autism needs to keep them focused on the task for their reward. The reward needs to be individualized for that particular student; otherwise, it may have no benefit for the result you are trying to achieve. Teachers do not have to do anything other than make the chart and tell the student to add to it when they receive a token.

Star charts can be created uniquely for each student to their interests, such as Pokémon, Mario Kart, My Little Pony, Star Wars, etc. A board is usually made for spots to fit 10 tokens with an engaging background. Then, characters or objects within the same theme are created as tokens. Velcro helps to hook the tokens to the chart. As a student exhibits desired behaviors throughout the day, the teacher can let the student know to add a token to their chart.

The reward should be something that is developmentally appropriate and something that interests the student without being a distraction to others. If a student does not earn the reward for the day, a conversation should be had about behavior changes that can be made for the next day. Star charts should reset after each reward is earned and after each day. In order to be successful, the student has to buy in and feel like they are able to earn the reward, so having the highest expectations from the beginning may not work. Having small steps to small wins will be great for everyone involved.

Tips for Success:

  • Individualize the theme (e.g., Pokémon, superheroes, favorite TV show)
  • Choose developmentally appropriate rewards
  • Start with achievable goals, then gradually increase expectations

The key takeaways from using visuals to help students with autism

The versatility of visuals is a training tool to provide cues or reminders for students with autism to engage in a specific task or a reinforcer to deliver the appropriate behavior. The key is identifying your goal and then letting the chart help you achieve it.

  • Visual supports provide structure, predictability, and independence for students with autism.
  • Tools such as visual schedules, choice boards, activity completion signals, and star charts can improve classroom behavior and reduce anxiety.
  • Successful implementation requires consistency, reinforcement, and individualized planning.
  • When used effectively, visuals promote generalization of skills across school, home, and community settings.

At LeafWing Center, we understand that preparing a child with autism for school takes more than just words—it requires the right tools, strategies, and practice. Our team of ABA experts works closely with families to create customized visual supports such as schedules, choice boards, and reward systems that fit your child’s unique needs. By practicing these strategies in a supportive environment, your child can build the confidence, independence, and readiness needed to thrive in the classroom.

Contact Us

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More

Strategies for autism in the classroom

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Each student with autism is unique, and therefore, each student will have unique needs in the classroom. However, many strategies and basic principles of effective instruction can be implemented for students with autism within the classroom. Many of these strategies provide structure and teach a variety of skills across content areas of the natural and traditional classroom setting. These include:

Every autistic child learns differently. But one consistent truth? Structure and clarity unlock their potential. This guide outlines strategies for autism in the classroom — backed by expertise, research, and LeafWing’s proven methods.

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Strategies for autism in the classroom

Autism in the classroom: strategies for success

Students with autism can thrive in the classroom with a few strategies for success. One of the ways to do this is with an assignment notebook. An assignment notebook is an easy way to have a visual for students to be able to know and understand what is expected of them and what is coming up next in class.

Another strategy is through a structured routine. A structured routine is a great strategy for success for autism in the classroom. Routines are necessary for all students, particularly those with autism. A routine allows for consistency and for a student to know what is coming next. Change is bound to happen at school once in a while, with substitute teachers, fire drills, etc. Change can be difficult and a barrier in the classroom for students with autism, so keeping things the same most of the time will lead to success in the classroom setting.

The classroom environment itself is also a strategy for success for students with autism. Structure and predictability facilitate the student’s understanding of the environment, which can help decrease worry or agitation the student might have. This is really important for students with autism who tend to react negatively or really have a difficult time with changes and unexpected uncertainty in their environment. These types of students are often overwhelmed by sensory stimuli. Therefore, an overload of sensory stimuli at once can be very stressful and cause a negative reaction within the classroom. By limiting loud noises, certain light frequencies, textures, and control of temperature, the classroom can become a great place for a student with autism to learn and be successful.

The last key to strategies for success for autism in the classroom is communication. As with routines, clear communication is important to all students, but is a significant necessity for students with autism. Keeping directions clear and simple prevents any confusion from occurring and allows students with autism to process instructions easily. Students with autism oftentimes do not understand common phrases or figurative language, so communicating in a direct manner with short tasks allows for the student to process and complete the task in a timely manner.
Classroom setup for students with autism

Ways Autism impacts Learning in the classroom

Autism impacts learning in many ways. Students with autism have difficulty adapting their behavior to different situations. When there is a change in their normal routine or something is out of the ordinary, it can be highly stressful for students with autism. They also have challenges socially interacting with others. In lower elementary grades, oftentimes, learning occurs through play with other students. This can be an obstacle for students with autism. Some students with autism need to be moving in order to learn. This can pose an issue in the general education classroom setting because of space constraints as well as the possibility of distracting other students.

Strategies for autism classroom set-up

One of the main strategies for a classroom setup for students with autism is to label materials and spaces. Setting up the classroom a certain way can increase a student with autism’s ability to be successful in the classroom setting. We can help students understand expectations and, in general, make sense of their entire environment. Researchers have defined environmental support as “aspects of the environment, other than interactions with people, which affect the learning that takes place.”

Predictability and sameness are significant factors throughout students’ daily lives. One way to address these elements in the classroom is with “Environmental Supports.”

Examples of environmental support

Students with autism can get overwhelmed easily or become overstimulated. Have a designated calm-down area. When the instances occur, it is easier for everyone if there is a designated area for the student to go to aid in their self-regulation. The space should be quiet and include items they may use to help calm down and re-focus themselves.

All of these environmental support strategies are a simple yet effective way to help a student respond appropriately in their day-to-day activities throughout their school day. Environmental support can be effectively utilized across all environments and all settings to help support individuals with ASD. Additionally, environmental support has been shown to increase student independence and help stimulate language.

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Sensory activity strategies

Sensory activities strategies for students with autism to help with focusing in the classroom

Sensory activity strategies for students with autism can help to minimize the feeling of being overstimulated. However, there are activities within the classroom setting that can help students still experience sensory input and learn while doing so. Targeted sensory activities can aid a student with autism in the classroom in staying grounded and focused, as well as fulfilling their need for movement.

Some sensory activities can include:

  • Stamping on Paper
  • Slime Play
  • Fidget Toys
  • Using shaving cream for letters or math
  • Rhythm instruments
  • Finger painting
  • Playdough

Students with autism may struggle with these types of play. The goal is to determine the unique needs of each student with autism. Some sensory experiences are calming and successful for one student but may be extremely overstimulating for another. However, once the best sensory play is found for a student, it can really open the door and decrease some of the learning challenges. Sensory activities can improve social skills, hand-eye coordination, as well as fine motor skills. It can also help to challenge a student’s brain that they typically do not use, and be a key to being successful in the classroom setting.

Again, we want to emphasize that each student is unique, and the strategies used need to reflect their unique needs.

Key Takeaways

  1. Establish Consistent Routines: Students with autism benefit from predictable schedules, which help reduce anxiety associated with unexpected changes.
  2. Create a Structured Environment: Organize the classroom to minimize sensory overload by controlling factors like noise, lighting, and temperature. Clearly defined spaces and labeled materials can aid in understanding expectations.
  3. Use Assignment Notebooks: Providing visual tools, such as assignment notebooks, helps students track tasks and upcoming activities, fostering independence and organization.
  4. Simplify Communication: Deliver clear, concise instructions using straightforward language to ensure comprehension, as students with autism may struggle with figurative speech.
  5. Incorporate Sensory Activities: Integrate sensory-friendly activities to accommodate students who may need movement or specific sensory input to focus and learn effectively.

How LeafWing Center Prepares Children for Classroom Success

At LeafWing Center, we understand that the classroom environment can be both exciting and overwhelming for children with autism. Our team of Board Certified Behavior Analysts (BCBAs) and trained therapists works with families to:

  1. Build School-Ready Routines – We practice structured schedules so children can transition smoothly into a classroom setting.
  2. Create Personalized Visual Supports – From assignment notebooks to social stories, we tailor tools to each child’s needs.
  3. Develop Sensory Coping Skills – We introduce sensory strategies that help children manage overstimulation.
  4. Collaborate with Teachers and Parents – We ensure strategies are carried over into the school environment for consistent support.

This holistic approach ensures that children arrive at school confident, prepared, and ready to learn.

Teaching a child with autism requires patience, structure, and creativity. With the right strategies — and by fostering collaboration between teachers, parents, and caregivers — we can build classrooms where every student feels safe, supported, and capable of success.

If you’re preparing your child for school, LeafWing Center can help you put the right supports in place before the first day of class. Together, we can make the transition a positive and empowering experience.

Our goal is to facilitate a smooth transition into the classroom, ensuring that the strategies established by our ABA therapists are reinforced and supported by educators. Together, we can create a supportive learning environment that empowers your child to thrive.

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

ABA-based therapy can be used in a multitude of areas. Currently, these interventions are used primarily with individuals living with ASD; however, their applications can be used with individuals living with pervasive developmental disorders as well as other disorders. For ASD, it can be used in effectively teaching specific skills that may not be in a child’s repertoire of skills to help him/her function better in their environment whether that be at home, school, or out in the community.  In conjunction with skill acquisition programs, ABA-based interventions can also be used in addressing behavioral excesses (e.g., tantrum behaviors, aggressive behaviors, self-injurious behaviors). Lastly, it can also be utilized in parent/caregiver training.

In skill acquisition programs, a child’s repertoire of skills is assessed in the beginning phase of the services in key adaptive areas such as communication/language, self-help, social skills, and motor skills as well.  Once skills to be taught are identified, a goal for each skill is developed and then addressed/taught by using ABA-based techniques to teach those important skills. Ultimately, an ABA-based therapy will facilitate a degree of maintenance (i.e., the child can still perform the learned behaviors in the absence of training/intervention over time) and generalization (i.e., the learned behaviors are observed to occur in situations different from the instructional setting).  These two concepts are very important in any ABA-based intervention.

In behavior management, the challenging behaviors are assessed for their function in the beginning phase of the services. In this phase, the “why does this behavior happen in the first place?” is determined. Once known, an ABA-based therapy will be developed to not just decrease the occurrence of the behavior being addressed, but also teach the child a functionally-equivalent behavior that is socially-appropriate.  For example, if a child resorts to tantrum behaviors when she is told she cannot have a specific item, she may be taught to accept an alternative or find an alternative for herself. Of course, we can only do this up to a certain point—the offering of alternatives.  There comes a point when a ‘no’ means ‘no’ so the tantrum behavior will be left to run its course (i.e., to continue until it ceases).  This is never easy and will take some time for parents/caregivers to get used to, but research has shown that over time and consistent application of an ABA-based behavior management program, the challenging behavior will get better.

In parent training, individuals that provide care for a child may receive customized “curriculum” that best fit their situation.  A typical area covered in parent training is teaching responsible adults pertinent ABA-based concepts to help adults understand the rationale behind interventions that are being used in their child’s ABA-based services.  Another area covered in parent training is teaching adults specific skill acquisition programs and/or behavior management programs that they will implement during family time.  Other areas covered in parent training may be data collection, how to facilitate maintenance, how to facilitate generalization of learned skills to name a few.

There is no “one format” that will fit all children and their families’ needs. The ABA professionals you’re currently working with, with your participation,  will develop an ABA-based treatment package that will best fit your child’s and your family’s needs. For more information regarding this topic, we encourage you to speak with your BCBA or reach out to us at info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

There is a common misconception that the principles of ABA are specific to Autism. This is not the case. The principles and methods of ABA are scientifically backed and can be applied to any individual. With that said, the U.S. Surgeon General and the American Psychological Association consider ABA to be an evidence based practice. Forty years of extensive literature have documented ABA therapy as an effective and successful practice to reduce problem behavior and increase skills for individuals with intellectual disabilities and Autism Spectrum Disorders (ASD). Children, teenagers, and adults with ASD can benefit from ABA therapy. Especially when started early, ABA therapy can benefit individuals by targeting challenging behaviors, attention skills, play skills, communication, motor, social, and other skills. Individuals with other developmental challenges such as ADHD or intellectual disability can benefit from ABA therapy as well. While early intervention has been demonstrated to lead to more significant treatment outcomes, there is no specific age at which ABA therapy ceases to be helpful.

Additionally, parents and caregivers of individuals living with ASD can also benefit from the principles of ABA. Depending on the needs of your loved one, the use of specified ABA techniques in addition to 1:1 services, may help produce more desirable treatment outcomes. The term “caregiver training” is common in ABA services and refers to the individualized instruction that a BCBA or ABA Supervisor provides to parents and caregivers. This typically involves a combination of individualized ABA techniques and methods parents and caregivers can use outside of 1:1 sessions to facilitate ongoing progress in specified areas.

ABA therapy can help people living with ASD, intellectual disability, and other developmental challenges achieve their goals and live higher quality lives.

What does ABA Therapy look like?

Agencies that provide ABA-based services in the home-setting are more likely to implement ABA services similarly than doing the same exact protocols or procedures. Regardless, an ABA agency under the guidance of a Board-Certified Behavior Analyst follows the same research-based theories to guide treatment that all other acceptable ABA agencies use.

ABA-based services start with a functional behavior assessment (FBA). In a nutshell, a FBA assesses why the behaviors may be happening in the first place. From there, the FBA will also determine the best way to address the difficulties using tactics that have been proven effective over time with a focus on behavioral replacement versus simple elimination of a problem behavior. The FBA will also have recommendations for other relevant skills/behaviors to be taught and parent skills that can be taught in a parent training format to name a few. From there, the intensity of the ABA-based services is determined, again, based on the clinical needs of your child. The completed FBA is then submitted to the funding source for approval.

One-on-one sessions between a behavior technician and your child will start once services are approved. The duration per session and the frequency of these sessions per week/month will all depend on how many hours your child’s ABA services have been approved for—usually, this will be the number recommended in the FBA. The sessions are used to teach identified skills/behaviors via effective teaching procedures. Another aspect of ABA-based services in the home-setting is parent training. Parent training can take many forms depending on what goals have been established during the FBA process. The number of hours dedicated for parent training is also variable and solely depends on the clinical need for it. If a 1:1 session is between a behavior technician and your child, a parent training session or appointment is between you and the case supervisor and with and without your child present, depending on the parent goal(s) identified. Parent training service’s goal is for you to be able to have ample skills/knowledge in order for you to become more effective in addressing behavioral difficulties as they occur outside of scheduled ABA sessions. Depending on the goals established, you may be required to participate in your child’s 1:1 sessions. These participations are a good way for you to practice what you have learned from the case supervisor while at the same time, having the behavior technician available to you to give you feedback as you practice on those new skills.

As mentioned in the beginning, no two ABA agencies will do the same exact thing when it comes to providing ABA services; however, good agencies will always base their practice on the same empirically-proven procedures.

How do I start ABA Therapy?

In most cases, the first item required to start ABA therapy is the individual’s autism spectrum disorder (ASD) diagnosis report. This is typically conducted by a doctor such as a psychiatrist, psychologist, or a developmental pediatrician. Most ABA therapy agencies and insurance companies will ask for a copy of this diagnosis report during the intake process as it is required to request an ABA assessment authorization from the individual’s medical insurance provider.

The second item required to start ABA therapy is a funding source. In the United States, and in cases where Medi-Cal or Medicare insurances are involved, there is a legal requirement for ABA services to be covered when there is a medical necessity (ASD diagnosis). Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries. This typically includes children diagnosed with ASD. Since Applied Behavior Analysis is an evidence based and effective treatment for individuals with ASD, it is considered a covered treatment when medically necessary. In many cases, private insurance will also cover ABA services when medically necessary, however in these cases, it is best to speak directly with your medical insurance provider to determine the specifics of the coverage and to ensure that ABA is in fact, a covered benefit. Additionally, some families opt to pay for ABA services out-of-pocket.

The next step to starting ABA therapy is to contact an ABA provider whom you are interested in working with. Depending on your geographic location, ABA agencies exist in many cities across the United States. Your insurance carrier, local support groups, and even a thorough online search can help you find reputable and properly credentialed ABA agencies near you. Our organization, LeafWing Center, is based in southern California and is recognized for aiding people with ASD achieve their goals with the research based on applied behavior analysis.

Once you have identified the ABA provider with whom you wish to work, they should help you facilitate the next steps. These will include facilitating paperwork and authorizations with your funding source. Once the assessment process begins, a BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor should get in contact with you to arrange times in which interviews with parents/caregivers and observations of your loved one can be conducted. This will help in the process of gathering important clinical information so that with your collaboration, the most effective treatment plans and goals can be established for your loved one. This process is referred to as the Functional Behavior Assessment (FBA) and is elaborated on in different blog posts on our website. With regard as to what can be expected once ABA therapy begins, please read our blog post titled: When You Start an ABA program, What Should You Reasonably Expect from Your Service Provider?

How can I support my child’s reading and literacy development?

Parents often wonder how to help their child engage with reading. Evidence‑based strategies—such as breaking tasks into small steps, using visual supports, and reinforcing progress—can make literacy more accessible and enjoyable.

Learn More

What should I avoid doing when my child is experiencing challenging behaviors?

It can be hard to know how to respond in the moment. Many parents ask what not to do, such as avoiding accidental reinforcement of behaviors or reacting in ways that increase stress.

Learn More

Why is following through with instructions so important?

Consistency helps children understand expectations. Parents often want to know how follow‑through builds predictability, reduces confusion, and supports skill development.

Learn More

How can I make grocery shopping easier and less overwhelming for my child?

Public outings can be stressful. Parents often look for tips on planning ahead, using visuals, practicing skills at home, and creating a predictable routine for shopping trips.

Learn More

What sports or physical activities are good for children with autism?

Families often want to know which sports are supportive of sensory needs, motor development, and social growth—and how to choose activities that match their child’s interests.

Learn More