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.

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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

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?

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?

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?

Teaching Action Labels to Children with Autism

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Oftentimes, parents of children with autism face challenges when their child struggles to meet typical developmental milestones. One effective way to support language development and help children understand their surroundings is by teaching action labels. These labels provide children with a means of communication, making daily routines smoother and more predictable. They also expand vocabulary and improve a child’s ability to identify people, objects, and actions.

Whether you’re just starting or looking to reinforce existing strategies, this post offers practical insights and support. Here’s what we’ll explore:

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Teaching Action Labels to Children with Autism

What are Action Labels?

Action labels help children with autism build language skills by naming objects, people, and actions. The goal is for the child to not only say the word but also understand its meaning. For example, using the five senses during daily routines can help children identify common items they encounter. When teaching action labels, minimize background noise and distractions so the child can focus fully on the object being labeled.

When should you Start Teaching Action Labels?

The right time to introduce action labels varies for each child. However, once a child begins engaging with their environment and showing interest in people and routines, it’s often a good time to start. Here’s a helpful checklist:

  • Shows interest in surroundings
  • Engages with others
  • Follows a daily routine
  • Understands or uses more than a few words

Start with ongoing actions. For instance, say “Show me jumping,” and encourage the child to jump. Then ask them to identify the same action when someone else does it—like when mom jumps and you ask, “What am I doing?” Repetition is key. Children need consistent practice to use action labels correctly and confidently.

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Teaching Action Labels to Children with Autism

Why are Action Labels Important?

Action labels offer children with autism a structured way to communicate. Because many children with autism experience language delays, these labels fill a critical gap in their development. Neurotypical children learn to label objects, actions, and people by observing and imitating others. Children with autism often need more intentional support to make these connections. Teaching action labels helps bridge that gap, giving children the tools to interact meaningfully with others and their environment.

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Common Challenges in Teaching Action Labels

Some common challenges in teaching action labels include a delay in using, limited imitation skills, a lack of understanding, and difficulty with inconsistent use.

  • Delay in use: Children with autism often speak later than their peers, which can slow their ability to label actions consistently.
  • Limited imitation skills: Many children learn language by mimicking adults. Children with autism may not naturally imitate, making language acquisition more difficult.
  • Lack of understanding: Once children with autism are taught labels, they may use them through memorization rather than actually understanding what it is that they are labeling. They just use them out of habit or to appease rather than actually connecting what it is they are labeling with a word or action they understand.
  • Difficulty inconsistent use: Without reinforcement across all environments—home, school, therapy—children may struggle to use labels reliably.

Teaching a child to label correctly can truly expand their view of the world around them. Words are used as a way to communicate within the world, so giving that tool to a child with autism can be extremely vital. Using modeling, prompting, and reinforcement in all aspects and environments of a child’s life increases their consistent use and true understanding of the labels.

Key Takeaways

  • Action labels are essential tools for helping children with autism develop language and communication skills.
  • Teaching action labels should begin when a child shows interest in their environment and demonstrates basic word comprehension.
  • Consistency across environments—home, school, therapy—is crucial for successful label adoption.
  • Common challenges include delayed language use, limited imitation, and memorization without understanding.
  • LeafWing Center’s ABA therapists offer personalized plans to support your child’s communication journey.

Without reinforcement across all environments—home, school, therapy—children may struggle to use labels reliably.

At LeafWing Center, we specialize in helping children with autism build communication skills through personalized ABA therapy. Our therapists design action label strategies that match your child’s developmental level and learning style. We integrate these labels into everyday routines, play, and social interactions—ensuring your child learns in ways that feel natural and empowering.

We don’t just teach words—we help children connect those words to meaning, emotion, and independence. With consistent support across home and school environments, your child can develop the confidence to express themselves and navigate the world with greater ease.

Let us help your child take the next step toward meaningful communication. Our team is ready to create a plan that fits your child’s needs and celebrates their progress every step of the way.

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?

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?

Graphic organizers for students with autism

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A graphic organizer is a visual support that visually represents facts and concepts within an organized framework. Graphic organizers arrange key terms to show their relationship to one another, providing abstract or implicit information in a concrete, visual manner. They are particularly useful with content area material in K–12 curricula. Graphic organizers are effective for various reasons: they can be used before, during, or after students read a selection as an answer organizer or a measure of concept attainment. Graphic organizers also allow processing times for students as they can reflect on the written material at their own pace.

Students with Autism Spectrum Disorder (ASD) often experience challenges related to executive functioning, language processing, and organizing thoughts—factors that can impact their academic success. Graphic organizers are powerful visual tools that support these areas by helping students visually structure information, clarify relationships between concepts, and engage in deeper learning.

Now, let’s explore the core concept of graphic organizers and autism:

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graphic organizer

Why use graphic organizers

A graphic organizer is a great tool that can assist with abstract information and present it in a visual, concrete manner that is often more easily understood than a verbal presentation of the material alone. One type of graphic organizer is a “thematic map.” The focal point of the thematic map is the keyword or concept enclosed in a geometric figure such as a circle or a square and, if necessary, in a pictorial representation of the word or idea. Lines and arrows connect this shape to the other shapes, and words or information related to the central concepts are written on the connecting lines or in other shapes. As the map expands, the words become more specific and detailed.

While Venn diagrams, concept maps, mind maps, and flow charts are frequently used, many other types of graphic organizers can offer specific benefits for students with ASD:

Types of Graphic Organizers

  • Venn Diagrams: Show how different ideas can overlap to show a comparison/contrast relationship.
  • Concept Maps: Good for organizing, brainstorming, visualizing ideas, and planning what you want to write about.
  • Mind Maps: Show hierarchical information that has a central idea with associated topics that branch off.
  • Flow Charts: Show how steps in a process work together.
  • T-Charts: Help compare and contrast two items or categories.
  • KWL Charts (Know, Want to know, Learned): Useful for activating prior knowledge and setting goals for reading or research.
  • Sequence Charts: Help students follow steps in a process or a story timeline.
  • Fishbone Diagrams (Cause-Effect Webs): Show relationships between causes and outcomes.
  • Hexagon Organizers: Encourage categorization and idea clustering.
  • Star Diagrams: Ideal for brainstorming and organizing key attributes of a central topic.
  • Problem-Solution Charts: Help break down issues and explore multiple resolutions.

By offering diverse formats, educators can better align the organizational type with the cognitive style and learning goals of each student.

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graphic organizer

How do graphic organizers help students with autism?

Graphic organizers have a significant benefit for the education of students with autism. This tool enables students with autism to open up and communicate with teachers, teacher assistants, and peers without verbal communication, as some students with autism may struggle to speak or choose not to. The specific needs of students with ASD may affect their success in inclusive settings in the classroom.

First, they will have more challenges than the average student with engagement in the classroom. This may include understanding and effectively working within the classroom environment due to challenges related to filtering unnecessary information, selective attention span or shifts in focus, and difficulty attending to meaningful aspects of the learning environment, especially when it’s not explicitly stated. The graphic organizer can help bridge the learning gap among students with autism.

A collection of ready-to-use graphic organizers will help children classify ideas and communicate more effectively. By using graphic organizers across all subject areas, students with ASD will master subject matter faster and more efficiently.

Graphic Organizers have been known to help:

  • brainstorm ideas.
  • develop, organize, and communicate ideas.
  • see connections, patterns, and relationships.
  • assess and share prior knowledge.
  • develop vocabulary.
  • highlight important ideas.
  • classify or categorize concepts, ideas, and information.
  • improve social interaction between students, and facilitate group work and collaboration.
  • guide review and study.

Evidence-Based Effectiveness

A growing body of research supports the use of graphic organizers for students with autism:

  • A 2024 meta-analysis published in Exceptionality found that graphic organizers significantly improve academic outcomes for students with disabilities, including those with ASD.
  • A study using WH-question graphic organizers demonstrated marked improvements in reading comprehension among elementary students with ASD.
  • In another case study, an iPad-based story-mapping app led to notable gains in reading comprehension for a student with ASD Level 1.

These findings highlight how both low-tech and tech-based graphic organizers can bridge comprehension gaps and increase student engagement.

Secondly, the student may neither understand the concept of the main idea, and/or not understand when the teacher is giving cues to students for essential information. For example, when the teacher repeats an item or changes the tone of voice, the information is important, and typical students naturally pick this up. As with other areas, some students in the ASD spectrum do not pick up on these cues naturally and, therefore, need guidance. The teacher can assist the students by providing the following:

(1) a complete outline that contains the main points in the lecture, allowing students to follow the lecture while freeing them from any note-taking.
(2) or the teacher may provide a skeletal outline that contains only the main point.

Students may use this format to fill in pertinent details delivered through direct verbal cues. Verbal cues such as “This is the first main point” or “Be sure to include…” assist the students in identifying which points are important. Subtle verbal cues also provide cues regarding importance, such as “during the 1900s…” “Did you include that in your outline?” Or “make sure to remember the names.” The note-taking level of students on the spectrum must then be considered when selecting the appropriate type of assistance for the student.

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Graphic organizers are a means of expanding learning for students with autism

Remember, students with ASD often require visuals to assist with learning and processing information. But what about assignments other than writing assignments? For example, graphic organizers can aid with math. Story problems are a prime example. Graphic organizers can help narrow down story problem ideas, such as important words like “more than”, “difference”, “percent”, or “rate”.

Furthermore, graphic organizers can serve as a tool when learning mathematical operations. They help organize the students’ thoughts, show their work, and clearly identify the answer. The next time you want to teach a student with autism, provide a graphic organizer and see how beneficial it is to their learning. Graphic organizers are useful for any classroom subject and for all ages.

Implementation of Graphic Organizers with Autistic Students in a Classroom

When implementing graphic organizers with autistic students, it is important to model the desired behavior. Teachers or instructors should model how to complete a graphic organizer in front of the student and then scaffold it when it is time for the student to complete it. For example, give the student one of the circles and ask them to fill out the connecting circles. It’s important to scaffold based on prior success, such as

  • fill-in-the-blanks,
  • sentence starters,
  • underline,
  • and provide key terminology in a word bank.

Once the students begin to show success independently, an instructor should start incorporating the material within the graphic organizer into lessons to guide communication surrounding the graphic organizer. Ultimately, the graphic organizer should help the students focus and organize their thoughts so that they can discuss or recognize them within discussions.

Digital and Technological Tools

In addition to physical templates, modern technology has expanded the accessibility and functionality of graphic organizers:

  • Apps like Popplet, Inspiration Maps, and Reading Comprehension Booster provide interactive, customizable templates.
  • Google Drawings and Canva allow teachers to build custom organizers.
  • iPad-based interventions have shown improved outcomes, particularly when paired with visual prompts, text-to-speech, or story-mapping tools.

Digital tools can be especially effective for students with ASD due to their predictability, flexibility, and visual clarity. Educators can model the use of these tools just as they would physical organizers, gradually guiding students to use them independently.

Complementary Visual Supports

Graphic organizers are one piece of a broader visual support system beneficial to students with ASD. Educators and caregivers may consider integrating additional visual supports to enhance comprehension and engagement:

When used in combination, these tools create a visually rich environment that fosters comprehension and reduces cognitive overload. Incorporating these supports into classroom routines alongside graphic organizers reinforces understanding and helps students generalize skills across settings.

Tips for Implementing Graphic Organizers

  • Consider the learning target or learning outcome to pick a graphic organizer and use the same one for the same learning outcomes to help keep the same routine for completion.
  • Use graphic organizers as an interdisciplinary tool across multiple subjects and purposes.
  • Don’t forget to model graphic organization completion for different types of scenarios, from reading comprehension, historical event organization, and writing idea organization.
  • Adapt graphic organizers for different students and their needs. Graphic organizers are not a one-size-fits-all.
  • Think outside the box (or circle) as students can complete them electronically or can glue and paste them on pre-made answers, whatever can help them be successful in completion.

Graphic organizers are a flexible, research-backed tool that can empower students with autism by enhancing comprehension, organization, and communication. By using a variety of organizer types, incorporating digital tools, and situating them within a broader framework of visual supports, educators can create inclusive, structured environments that help students thrive. When paired with evidence-based strategies and personalized supports, graphic organizers become not just an aid, but a bridge to meaningful learning.

LeafWing Center can assist in setting up graphic organizers for your child to create a classroom-like environment, helping reduce anxiety during the transition back to school. It’s important to communicate these methods to the child’s teacher to support the foundation laid out by the ABA therapist for kids with autism.

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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?

 

Alternative Behavior Examples to Decrease Challenging Behaviors

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What are alternative behavior examples? Alternative behavior examples are acceptable or positive behaviors taught to your autistic child to replace challenging behaviors.

Imagine this, your child climbs on the kitchen counter to reach for a box of cookies high in a cabinet. Can you implement a plan to decrease or eliminate the behavior of climbing on the counter? Yes, but simply stopping one behavior is not an alternative behavior example. Frequently, your child will just learn another challenging behavior to get the same result. Your child might yell or throw a tantrum because they want to eat cookies.

Let’s think of alternative behavior examples. An alternative behavior could include teaching your child to request the box of cookies appropriately. This might look like signing “food” or “cookies”, or pointing to a picture of the options in the cabinet. Or, your child may use some other mode of communication based on your child’s repertoire of skills.

Here are some key areas that this article will cover:

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Teach Alternative Behavior Solutions

Teach Alternative Behavior Solutions

Alternative behavior examples require teaching and repetition. At first, assist your child when you begin to see the signs of them seeking a snack by guiding them through the physical movements of communicating by pointing, exchanging a picture, signing, or modeling the words they should use. Gradually fade this assistance until they choose the alternative behavior independently, without engaging in the challenging behaviors.

In practice, it is always best to teach alternative behavior examples. Caregivers can learn to ask, what is an alternative behavior for this challenge? Choosing individualized alternative behaviors that fit your child’s personality will help. Teaching alternative behavior examples can make unlearning the challenging behavior a faster process.

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Types of Challenging Behavior in Children

There are four reasons why children may engage in challenging behaviors.

  • Access- to get something the child wants
  • Escape- to get out of doing something they don’t want
  • Attention- to get others to pay attention
  • Self-stimulatory/Automatic- because the behavior itself feels good or pleases them

Your child still needs to access what they want. Choose alternative behavior examples that do lead your child to obtain what they would like—access, escape, attention or self-stimulatory freedom.

Model Alternative Behavior Examples

Let’s say your child screams and throws objects when they finish dinner. What is your child seeking? Your child is trying to escape or get out of something—the dinner table. There are a number of alternative behavior examples you might teach your child instead of throwing and screaming.

  • Teach your child to signal that they are “all done” using whatever mode of communication is appropriate for your child.
  • Have your child pass you an acceptable object as a sign that they are finished at the table.
  • Teach your child to point at a picture that represents leaving the table.

It may be helpful for you to model the alternative behavior examples. If you point at the “all done” picture each time you are finished with your meal, your child will observe your alternative behavior example. It is important to allow your child to leave the table immediately, every time they choose the appropriate alternative behavior.
With consistency, challenging behaviors will decrease as your child learns they do get what they would like when choosing an alternative behavior example. As your child gets used to the process, acceptable behaviors become habits and the alternative behaviors become stronger over time.

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Decrease Challenging Behaviors

For attention-based challenging behaviors, ask yourself what is something the child should be doing. To choose alternative behavior examples, consider your child’s repertoire of skills. Some children feel as though they are getting your attention even when being lectured or reprimanded about their choices.

When your child engages in a challenging behavior, state the problem in a sentence instead of lecturing. In addition, carve time out of your day to spend more time with your child when they behave appropriately.

It’s easy to assume your child should always make good choices while you get work done. Instead, schedule breaks to praise them and enjoy time with your child when they behave appropriately. You can spend time playing a favorite game, watching a favorite TV show, or talking about school or life.

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Alternative Behavior Examples to Decrease Challenging Behaviors

Manage Challenging Behaviors

When your child engages in challenging behavior because it feels good, this can require the caregiver to put more thought into choosing alternative behavior examples. Choices should include behaviors that are not harmful and tend to be controllable.

For example, your child may engage in repeating words or phrases, or vocalize sounds that are not socially appropriate. What is an alternative behavior that still allows your child freedom? You can allow your child to engage in these behaviors in a particular environment, like their bedroom.

One alternative behavior example is teaching your child to ask for “talking in my room”. This may help you both gain control over where they may engage in this behavior. When your child engages in the self-stimulatory behavior, you can work toward the child using the communication phrase and then going to the specified location. Self-stimulatory behaviors can be very difficult to address on your own, even with alternative behavior examples, especially when the behavior is self-injurious in nature.

Key Takeaways

  1. Identify the Function of Challenging Behaviors: Understanding the underlying reasons for a child’s challenging behavior is crucial. These behaviors typically serve one of four functions:
    • gaining access to something desirable,
    • avoiding or escaping something undesirable,
    • seeking attention,
    • or self-stimulation.

    Recognizing the specific function helps in selecting appropriate alternative behaviors.

  2. Teach Functionally Equivalent Alternative Behaviors: Once the function of a challenging behavior is identified, caregivers should teach the child alternative behaviors that serve the same purpose but are socially appropriate. For example, if a child throws objects to leave the dinner table (seeking escape), teaching them to signal “all done” through a gesture, picture, or words provides a suitable replacement behavior.
  3. Consistent Reinforcement of Alternative Behaviors: Consistency is key in reinforcing alternative behaviors. When a child uses the appropriate behavior to achieve their desired outcome, caregivers should promptly acknowledge and allow the result. Over time, with consistent practice and reinforcement, these alternative behaviors become habitual, leading to a decrease in challenging behaviors.

Implementing these strategies can effectively reduce challenging behaviors by equipping children with appropriate tools to communicate and fulfill their needs.

Get Help Teaching Alternative Behavior Examples

Each time you face a challenging behavior, take a deep breath and start brainstorming; what are alternative behavior examples? You can make a list of alternative behavior examples to model and try. If one alternative behavior isn’t a great fit, try another alternative behavior example from your list. If you continue having difficulties addressing your child’s most challenging behaviors, contacting a trained professional as soon as possible is a good idea.

Are you having a difficult time breaking the cycle of inappropriate behavior with your child? Let LeafWing guide you through some helpful strategies that can be applied at home. Contact LeafWing today to set up an appointment.

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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?

Autism communication strategies

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Autism communication strategies are essential techniques that support autistic children in developing their language and communication skills. Communication challenges, including delays in or a complete lack of spoken language, are a key diagnostic criterion for autism. Many autistic children may struggle not only to express their thoughts but also to understand what others are saying. This can lead to misunderstandings, where adults may assume the child is ignoring them when, in reality, the child may not comprehend the message.

Imagine being in a foreign country where you do not understand the language and have no way to interpret what others are saying. If someone called out to you in their language, would you respond? Likely not—because you wouldn’t understand the request. This is similar to how an autistic child may experience the world. Autism communication strategies aim to bridge this gap, providing practical methods to help children better understand and express themselves effectively.

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Let Leafwing professionals educate you and your child to develop the language skills that will help guide your child to reach their full potential.

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Autism communication strategies

Interventions to improve communication with autistic children

Effective communication interventions can significantly enhance an autistic child’s ability to express themselves and understand others. Here are two key approaches:

1. Speech Therapy
A Speech-Language Pathologist (SLP) is a key professional in evaluating and supporting language development. They assess an individual’s understanding and use of language and provide tailored intervention plans. Speech therapists can:

  • Evaluate a child’s language abilities and identify areas for improvement.
  • Design personalized communication strategies to support verbal and non-verbal skills.
  • Offer guidance to parents and caregivers on using communication techniques at home.

Example: A speech therapist might introduce visual aids like picture cards to help a non-verbal child communicate basic needs, such as requesting food or expressing emotions.

2. Applied Behavior Analysis (ABA)
Applied Behavior Analysis (ABA) is a widely recognized, evidence-based therapy designed to improve social, communication, and learning skills through positive reinforcement. It is considered the gold-standard treatment for children with autism spectrum disorder (ASD) and other developmental conditions.

ABA therapy is effective because it provides a structured learning environment, which is gradually adjusted to resemble real-life situations. This helps children transition successfully into environments like classrooms.

Key benefits of ABA therapy include:

  • Teaching communication through repetition and reinforcement.
  • Breaking down complex tasks into small, manageable steps.
  • Gradually adapting the learning environment to reflect real-world settings.

Example: An ABA therapist might teach a child how to request a toy by first modeling the behavior, prompting the child to imitate it, and rewarding successful attempts with positive reinforcement.

ABA therapy programs are effective in treating children with autism because they create very structured environments where conditions are optimized for learning. Over time, these very structured environments are systematically changed so that the environment mimics what a child could expect if and when they are placed in the classroom.

By combining these intervention strategies, caregivers and professionals can provide comprehensive support to foster meaningful communication in autistic children.

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Autism communication strategies: Visual supports

Visual supports are concrete cues that help communicate and build language skills. This can incorporate the use of symbols, photos, written words, and objects to help children with autism to learn and understand language, process information, and communicate.
We take for granted the different ways we communicate daily, which include:

  • Language: How we represent information – what words mean and how we combine them.
    • Receptive – refers to how your child understands language.
    • Expressive – refers to how your child uses words to express himself/herself.
  • Speech: A verbal means of communicating – using sounds to make words.
  • Non-verbal methods: gesture, facial expression, eye contact, etc.
  • Pragmatics: How individuals use language in social situations. It includes the following conversation ‘unspoken’ rules, for example, taking turns.

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.

Visuals can involve communication books or boards that use images and/or words on cards to help the individual learn the word and its meaning. The child can point to the image when they want to communicate. For example, if the child is thirsty, they can point to an image of a glass of water. As the child learns more symbols and words, they can use them to create sentences and to answer questions. Others can also use the images to communicate with the child. This is known as the Picture Exchange Communication System and can be used to develop intentional and functional communication.

Another autism communication support tool is known as a visual or picture schedule. This helps individuals learn routine steps, like getting ready for bed. A series of pictures show the steps in order, and over time, they learn each step.

Furthermore, visual schedules can be used to show a person on the spectrum what is happening next or show when there is a change in routine. As people on the spectrum generally don’t like change, this can help them prepare for a change and cope with it more easily. This enables the language surrounding change to be more easily understood and allows individuals to refer back to schedules throughout the task and their day.

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Augmentative and alternative communication (AAC)

Autism communication strategies: Augmentative and alternative communication (AAC)

Augmentative and alternative communication (AAC), helps individuals who cannot talk or are very hard to understand. AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. This provides another way to help them communicate other than verbally. AAC includes:

  • Sign language
  • Gestures
  • Pictures, photos, objects, or videos
  • Written words
  • Computers, tablets, or other electronic devices

AAC can help children with autism and can even assist with developing spoken communication. Many people wonder if using AAC will stop someone from talking or slow down language development. This is not true—research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.

Speech generation devices either play pre-recorded words via a switch or button or sound out text that is typed into them. Using the previous example, a hungry child can press the ‘food’ picture button, and the device will say, ‘I want to eat.’ While these tools can be used to replace speech, they can also be used to help a child develop speech. They do this by helping the child to recognize sound patterns, which can be used with visual aids to build language skills.

These systems can also help children learn words as they begin to associate the sounds and pictures with each other. They also help by slowing down communication, giving the child more time to process the information and avoid becoming overloaded.

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Autism communication strategies: Guidelines for nonverbal autistic children

No matter where your child falls on the spectrum for autism, they have the ability to communicate in some manner. Here are some simple guidelines to consider when trying to help your child communicate with you and others.

  • Encourage play and social interaction. All children learn through play, and that includes learning the language. Interactive play provides a delightful chance for you and your child to communicate. Play games that your child enjoys. Incorporate playful activities that promote social interaction. For example, singing, reciting nursery rhymes, and gentle roughhousing. During your interactions, crouch down close to your child so your voice and face are closer to them, increasing the chance of them looking at you.
  • Imitate each other. Copying your child’s sounds and play behaviors will encourage more vocalizing and interaction. It also encourages your child to copy you and take turns. Make sure you imitate how your child is playing – so long as it’s a positive behavior. For example, when your child rolls a car across the floor, then you, too, roll a car across the floor. If they crash the car, you crash your car, too. Be sure not to imitate inappropriate behavior like throwing the car!
  • Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modeling and responding to these behaviors. Exaggerate your gestures. Use both your body and your voice when communicating – for example, by extending your hand to point when you say “look” and nodding your head when you say “yes.” Use gestures that are easy for your child to copy. Examples include clapping, opening hands, reaching out arms, etc. Respond to your child’s gestures: When they look at or point to a toy, hand it to them or take the cue for you to play with it. Similarly, point to a toy you want before picking it up.
  • Give time for your child to talk. We naturally want to fill in the missing words when a child doesn’t respond quickly. Giving your child many communication opportunities is essential, even if they are not talking. When you ask a question or see that your child wants something, pause for several seconds while looking at them enthusiastically. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication.
  • Simplify your language. Be literal and obvious in your choice of language. Say precisely what you mean. Speak in short phrases like “roll ball” or “throw ball.” You can increase the number of words in a phrase once your child’s vocabulary increases.
  • Follow your child’s interests. Rather than interrupting your child’s focus, follow along with words. Use simple words about what your child is doing. By talking about what engages your child, you’ll help them learn the associated vocabulary.
  • Consider assistive devices and visual supports. Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts.

Remember, the more concise and simpler the instruction, the more successful the child will be. It is important to note that the simplicity or complexity of language used should be based on the child’s language repertoire at that particular time. Over time, and with success, simple and concise instructions will be elaborated, and more language will be part of their communication.

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Autism puzzle

Autism communication strategies: How ABA therapy can help

ABA therapy is effective through the identification and targeting of skill development goals. ABA therapy will typically address skill deficits across several domains. These domains will vary and depend on the individual needs of the learner.

As behavior analysts, it is our responsibility only to administer ABA-based treatment programs that have proven effective given a specific difficulty. This is called evidence-based practice. The specifics of a treatment program will vary from one person to another, but the foundations of treatment programs are the same. A foundation derived from sound, empirically proven methods repeatedly implemented in the applied setting over time.

Key Takeaways

  1. Implement Visual Supports: Utilizing tools like picture cards, social stories, and visual schedules can enhance understanding and expression for autistic individuals, as they often process visual information more effectively.
  2. Employ Augmentative and Alternative Communication (AAC): For non-verbal individuals, AAC methods such as speech-generating devices or communication boards provide alternative avenues for interaction, facilitating more effective communication.
  3. Engage in Speech Therapy: Working with Speech-Language Pathologists (SLPs) can help assess and develop both verbal and non-verbal communication skills, offering tailored strategies to improve language abilities.
  4. Utilize Applied Behavior Analysis (ABA) Therapy: ABA therapy employs positive reinforcement to teach communication and social skills, breaking down complex tasks into manageable steps to facilitate learning.
  5. Use Clear and Concise Language: Communicating with straightforward and direct language helps individuals with autism understand messages more easily, reducing potential confusion.

Implementing these strategies can significantly enhance communication with individuals on the autism spectrum, leading to improved interactions and quality of life.

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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?

Father and son are doing the dishes

Why Is Following Through Important When Giving Instructions

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Learning to follow through is an essential skill for children with autism. Many parents worry that their children do not listen. Parenting a child can be challenging, especially when the child has autism. One primary concern for caregivers is when a child does not listen, often leading to a tantrum. This can be frustrating for everyone involved and can make tasks take longer. It is exhausting for both the caregiver and the child. Follow-through is crucial for a child’s growth and development. With it, tasks may be completed. The child may choose to do whatever they want, which can be okay sometimes. However, specific tasks need to be completed to help the day progress. Caregivers should first understand what follow-through means. They should learn the dos and don’ts. Finally, they can gain tips on implementing follow-through with their child.

Key areas to help navigate follow-through

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Mom and daughter laughing on the countertop

Defining Follow-Through

Follow-through means ensuring a child completes a task within a set time frame. This skill is essential for real-world situations. As children grow up, they must complete tasks on time, like getting dressed for work or cleaning their space. However, children may prefer playing with toys instead of completing tasks. Follow-through can also create natural consequences. For example, if a child wants to go to the park, the parent might say, “Get dressed, and then we can go.” If the child plays with their toys instead, the parent can remind them to get dressed to enjoy the park. Learning to follow through is part of growing up. Children with autism may need more practice and assistance to master this skill.

Realistic Expectations of Follow-Through

Parent expectations should align with what a child can understand and do. It is crucial to assess this. As a parent, you know your child best. Think about their ability to grasp information. Can they handle multiple tasks? Do you need to simplify instructions? Consider breaking tasks down into specific steps. You are the one who knows your child’s capabilities and needs.

As parents, we often find ourselves navigating the complex landscape of our children’s development, behavior, and emotional needs. One critical aspect of this journey is setting realistic expectations for what our children can achieve and how they can follow through on tasks or responsibilities we assign to them. It’s essential to pause and evaluate whether our requests align with their developmental stage, abilities, and emotional readiness.

A father teaching son how to tie a tie

Examples of Follow-Through

Follow-through shows up in pretty much every aspect of a child’s day, from getting up and getting dressed to completing homework. When prompting follow-through, a caregiver should incorporate other helpful elements such as visuals and timers, as a child should already be used to them and can aid in completing the task all the way through.

For example, a visual schedule may be used for the morning routine, such as getting dressed, brushing teeth, and making bed. A caregiver would then tell the child to follow the morning schedule and maybe set a timer, letting the child know that if they can complete the morning routine within the timer, they can receive a reward. A caregiver should not leave the child to complete the tasks independently, especially in the beginning. This can be difficult because the caregiver also has tasks they need to get done, but a caregiver should regularly check in on the child to make sure the follow-through is happening.

While the child is still learning to follow through, it is important that the caregiver help model the task by doing part of the task for the child and then backing off for the child to complete the task, known as forward chaining. For example, if a caregiver requests that the child get dressed, the caregiver can start the process by putting the shirt over the child’s head and then backing off to let the child put their arms through to finish the task of putting on the shirt. Don’t expect the child to complete the task the first time alone. Having that expectation will become a frustration for all. The child needs practice and repetition to be able to complete the task on their own.

Which scenario would work best?

Scenario #1:

Imagine this situation. Mom gives Sally her clothes in the morning and tells her to get dressed. Mom then leaves the room and tries to get lunches and other kids ready as well. She returns, and Sally is still in her jammies, playing with her dolls. Mom tells Sally again that she needs her to get dressed, this time making sure Sally is looking at her while she gives her instructions, points to the clothes, and then leaves again to finish getting things ready for school. When she comes back five minutes later, Sally is still in her jammies, playing with her dolls. When Sally’s mom tells her to put her jammies on in the future, do you think Sally will comply? Probably not.

Scenario #2:

Try this instead. Mom tells Sally she has three more minutes to play with her dolls, and then it’s time to get dressed. She sets a timer so the beep becomes a signal to transition to another activity (dressing). When the timer goes off, Mom is there to take the dolls and give Sally her clothes. She tells her, “Get dressed.” Instead of leaving the room, Mom stays to make sure Sally starts getting dressed. If Sally just sits there, within about 10 seconds, Mom tells Sally again to get dressed, but this time, Mom helps Sally start taking off her jammies, gradually backing away as Sally does more and more of the task herself. Mom does not leave the room and does not repeatedly tell Sally, “Get dressed,” without helping and ensuring Sally gets dressed. Once Sally is done getting dressed, Sally’s mom gives her the dolls back for 5 more minutes of play before school as a reward for getting dressed. Here, Sally will learn, over repeated times of Sally’s mom following through, that when her mom tells her to get dressed, she cannot continue playing with her toys unless she does what her mom says.

If you selected scenario #2, you are correct. It does take more effort and time to follow through with your child, but it will be worth it in the end. One of the most important factors when increasing your child’s compliance is follow-through!

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Father and son are doing the dishes

Tips when implementing follow-through with autistic children

  • Use visuals and timers. Since children should be familiar with these tools, incorporating them can help them follow through and complete tasks. Read more about these tools here.
  • Repeat the desired task. Caregivers may think they should only have to give a direction once, and the child will follow. However, children with autism need repetition to complete the task.
  • Practice. Practice. Practice. Just as with repeating the desired task verbally, children with autism will need to practice the skill many times and in different situations to grasp the skill of following through.
  • Help the child start the task. Helping a child begin the task can make the follow-through go more smoothly for everyone and incorporate teamwork.
  • Offer a reward. Offering a reward can help with follow-through on tasks. The reward does not need to be anything crazy. It can be as simple as watching a favorite show after completing homework.

Teaching children with autism the skill of follow-through can be challenging. They often prefer to do what they want. Caregivers can help by modeling task completion. When children see that completing tasks leads to rewards, like TV time or snacks, it becomes easier for them. Teaching this skill early can aid their development. For example, learning to brush their teeth can lead to getting dressed. Eventually, these tasks can become part of their morning routine, including making the bed.

Implementing follow-through with autistic children can indeed be challenging, but with the right strategies, caregivers can effectively teach this essential skill. Autistic children often favor activities that resonate with their interests or provide immediate gratification, making it crucial to introduce the concept of task completion in a way that feels rewarding and manageable for them. LeafWing Center can help develop follow-through with your child with autism by using a task analysis approach that breaks tasks down into manageable steps.

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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?

Social Stories and Autism

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Developed by Carol Gray in 1990, Social Stories™ support preventative, or antecedent, strategies to help a child with autism successfully navigate challenging social settings. Social stories increase positive social behaviors and decrease challenging behaviors.

Structured routines and visual cues, among other transition strategies, help children with autism anticipate and respond well to changes in their environment. Social stories complement those interventions and help children with autism develop an understanding of the perspectives, emotions, and behaviors of themselves and others in specific settings.

At LeafWing Center, social stories may be integrated into our treatment approach depending on the needs of the child. Our therapists are experts in ABA therapy, proven to help children with autism. In this article, we will explain:

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Teacher reading a book to her kindergarten class

What Are Social Stories?

As defined by the concept’s author, Carol Gray, social stories are a “social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages.”

Implementing the use of social stories in the classroom is a strategy that is likely not new to teachers. However, not all teachers know that they can be used to working with and teaching individuals with autism-specific skills surrounding social and behavioral needs.

In practice, social stories are characterized as follows:

  • Short: A social story is a mini book that describes a social situation and the appropriate social responses.
  • Specific: A social story teaches a specific desired response.
  • Individualized: A social story uses descriptive, encouraging, and positive language, details, and illustrations that:
    • Allow the child to see themselves and the people in their life reflected in the characters and dialogue.
    • Use the first-person point of view or the child’s point of view as well as present or future verb tense.
    • Answer questions the individual with autism may need to know to interact well with others (the who, what, when, where, and why in specific social situations).
    • Consider the child’s level of vocabulary and comprehension, attention span, learning style, and personal interests.

At LeafWing, our personalized approach lets us get to know the children and families we support well. We have many resources available for parents and caregivers of children with autism.

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Goals of Social Stories

Research shows that individuals with autism benefit greatly from the use of social stories and that benefits increase when the social story development process begins with clear goal setting. The goals of social stories center on the perspective of the child with autism, which helps maintain a positive and encouraging tone. In addition, they reflect the inputs of the entire care team, leading to greater skill or behavior generalization.

  • Developing Skills for self-care, the classroom setting, and future work environments helps the individual work toward achieving targeted levels of independence.
  • Teaching Social Norms provides a blueprint to help the child with autism interact with the world around them.
  • Improving Sequencing gives children with autism the tools to move more easily from one task to another or from one environment to the next.
  • Addressing Negative Behavior keeps the child with autism and others around them safe.
  • Coping with Change in daily routine through social story interventions makes the unfamiliar feel more familiar.
  • Celebrating the child’s strengths and recent “wins” through a social story builds their confidence and increases their openness to new skills and experiences.
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Benefits of Social Stories

The benefits of social story interventions are well documented. When constructed and implemented according to certain guidelines, they have been shown to help children with autism:

  • Increase shared understanding and empathy
  • Build confidence
  • Reduce anxiety

Social Stories for students with autism

Components of Social Stories

Social stories are written using four sentence types. They are customary to include two to five descriptive, perspective, or control sentences.

  • Descriptive Sentences: Provide information about the subject, setting, and action.
  • Directive Sentences: Describe the appropriate behavioral responses.
  • Perspective Sentences: Identify the possible feelings and reactions of others.
  • Control Sentences: Describe the actions and responses of the story participants.

A note on control sentences: For example, a control sentence might be, “A puppy barks to get its owner’s attention.” Or, “Ginny yelled to get the teacher’s attention.” Writing social stories for students who have the tendency to over-focus on a specific part of the story may require omitting the control sentence.

How to Write Social Stories

When creating a social story, there are ten steps to follow:

  1. Identify the target situation or concept.
  2. Define the target behavior or skill.
  3. Collect baseline data on the target behavior.
  4. Write a social story using the four-sentence types.
  5. Present one to three sentences on each page.
  6. Use photographs and drawings or icons.
  7. Read the social story to the child/student and model the desired behavior for them.
  8. Collect data on the target behavior.
  9. Review the data and the social story procedures and modify them if they are ineffective.
  10. Plan for maintenance and generalization.

Social stories can be revisited as often as necessary, depending on the child’s receptiveness. Patience is key to the process.

Children with autism frequently do not maintain or generalize skills they have learned. Having a plan for maintenance and generalization helps improve the likelihood they will hold onto newly acquired skills. LeafWing therapists and caregivers will ultimately fade the use of a social story and plan activities to assist the student in generalizing skills across content, persons, environment, and situation.

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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?