Autism learner

ABA Therapy at Home

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

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

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

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ABA Therapy at Home

What is ABA Therapy at Home?

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

Why Choose In-Home ABA Therapy?

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

Benefits for Children

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

Benefits for Parents and Caregivers

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

Considerations When Starting ABA Therapy at Home

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

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

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

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

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

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

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

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

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

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

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

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

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Behavior Therapist at In-Home Service

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

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

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

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

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

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

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

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

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

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

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Advantages of ABA Therapy at Home Services for Parents

Advantages of ABA Therapy at Home Services for Parents

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

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

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

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

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Insurance Coverage

How to Get Started

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

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Insurance Coverage for ABA Therapy

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

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

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

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

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

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Key Takeaways for Parents and Caregivers

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

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

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

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

Call Us at (888) 436-2532

Related Glossary Terms

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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?

girls swimming the pool

Sports for kids with autism

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Sports for Kids with Autism: Top Activities and Support Strategies is a topic gaining increasing attention among parents, educators, and therapists alike. Physical activity isn’t just beneficial for fitness—it can also promote emotional growth, better behavior, and social development for children on the autism spectrum. However, many families find themselves navigating a complex world of sensory sensitivities, coordination challenges, and a lack of inclusive programs.

Finding the right sport and support system can make a meaningful difference. Whether your child prefers independent activities or thrives in small group environments, certain sports offer structure, predictability, and growth opportunities. This guide explores the best sports for autistic children, how to overcome common challenges, and how resources like LeafWing Center can provide expert support for your family’s journey.

What’s Inside:

Autism affects every child differently, and, while cases of Autism may be similar, no two cases are ever the same. Some children with Autism may be mildly or moderately impacted while others may be profoundly impacted. Applied Behavior Analysis (ABA) therapy is a type of therapy that can improve social, communication, and learning skills through positive reinforcement of those children diagnosed with Autism. Most experts consider ABA to be the gold-standard treatment for children with autism spectrum disorder. The professional ABA therapists at LeafWing Center will provide you and your child with the support and therapy required to ensure your child is receiving the highest quality Autism care.

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swim team for kids

Understanding the Benefits of Sports for Kids with Autism

For children on the autism spectrum, participating in sports offers more than just a chance to be active—it can be a transformative experience. Structured physical activities provide opportunities to develop important life skills in an environment that encourages routine, focus, and progress. While children with autism often experience unique challenges related to communication, sensory processing, and motor coordination, the right sport can serve as a safe and rewarding outlet for energy, self-expression, and social interaction. When adapted thoughtfully, sports become a powerful tool to support both personal growth and community inclusion.

Regular exercise and structured activities can support a wide range of developmental and health benefits for kids with autism, including:

  • Improved motor skills, through repetitive drills and movement patterns that enhance both fine and gross motor abilities./li>
  • Better balance and coordination, especially from activities like gymnastics or martial arts that build proprioception and spatial awareness.
  • Increased muscular strength and endurance, particularly from sports like swimming and track events promote sustained physical engagement.
  • Enhanced skill-related fitness, including agility, reaction time, and flexibility.
  • Better sleep and reduced anxiety, as physical activity often leads to more restful nights and a calmer mood during the day.
  • Improved behavior and social function, with team drills and partner-based exercises encouraging turn-taking, eye contact, and communication.
  • Boosted mental well-being, as the endorphin released from exercise helps reduce stress, build perseverance, and increase confidence.

Yet, most kids with autism face hurdles to participating in sports, including:

  • Lower levels of physical activity
  • Reduced physical fitness benchmarks
  • Inadequate social skills for team dynamics
  • Heightened fear of injury
  • A lack of specialized, appropriate programs

Understanding both the benefits and barriers allows caregivers to make informed decisions and advocate for supportive environments. By identifying activities that align with a child’s strengths and sensitivities, and by ensuring those activities are inclusive and well-supported, families and professionals can create opportunities for kids with autism to thrive—not only as athletes but as confident, connected individuals.

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gymnastics for kids

Top Individual and Team Sports for Kids with Autism

What sport is best for an autistic child? There’s no one-size-fits-all answer, but there are certain types of sports that consistently support success for kids on the spectrum. Kids with autism often benefit from activities that offer clear structure, predictable routines, and minimal sensory overload. Sports that emphasize individual performance—while still allowing for team belonging—can help reduce social anxiety and increase a sense of accomplishment. These activities create a space where kids can focus on building physical skills at their own pace, without the added pressure of fast-paced team dynamics or overwhelming sensory input. With thoughtful guidance, the right sport can be both a calming outlet and a powerful learning opportunity.

Below is a list of recommended activities:

  • Swimming
    • Predictable environment (water temperature, lane lines)
    • One-to-one instructor attention if possible
  • Track and Field
    • Individual events (sprints, long jump) minimize social pressure
    • Simple, repetitive motion
  • Bowling
    • Predictable rhythm and rules
    • Tactile feedback from handling the ball
  • Martial Arts (e.g., Taekwondo, Karate)
    • Emphasis on discipline, routine, and non-contact practice
    • Improves focus and self-regulation
  • Gymnastics
    • Structured skill progression
    • Sensory input through tumbling, balance beams, and bars
  • Dance
    • Music and movement foster expression
    • Rehearsals develop memorization and sequencing skills
  • Horseback Riding (Therapeutic Riding)
    • Rhythmic motion of the horse improves balance
    • Builds trust between child and animal
  • Soccer
    • Small-sided games reduce sensory overload
    • Teamwork in a structured setting with clear rules

Many kids with autism flourish when given individual participation options or small group formats, especially when sensory considerations are prioritized. Tailor the environment—quiet lanes at the pool, one-on-one coaching, or adaptive equipment—to your child’s unique sensory profile and comfort level. It’s also important to remember that success in sports doesn’t always mean competition; for many autistic kids, progress means improved coordination, increased confidence, or simply enjoying a physical outlet. The most impactful sports experiences are those that emphasize enjoyment, personal growth, and a sense of belonging.

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girls dancing with ribbons

Overcoming Common Challenges in Sports Participation

Even with the right sport, children on the spectrum can struggle with:

  • Coordination difficulties: Break skills into smaller steps; use visual aids and video modeling.
  • Sensitivity to environment: Reduce auditory distraction with noise-cancelling headphones or soft background music.
  • Social skill barriers: Pair children with trained peer buddies or coaches experienced in ASD.
  • Fear of injury: Emphasize protective gear and teach safety routines slowly and repetitively.

Action Plan for Coaches and Parents

  • Create a visual schedule of practice routines.
  • Use positive reinforcement: reward progress rather than perfection.
  • Build in sensory breaks: a quiet corner or fidget tools when overstimulation occurs.
  • Offer choice within the structure: selecting which drill or preferred piece of equipment.

By acknowledging these hurdles with targeted strategies, children gain both competence in sport-specific skills and broader life skills that transfer to school and home.

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Strategies for Handling Sports Activities That Go Wrong

Even the best-laid plans can encounter hiccups—a sprained ankle, a bout of sensory overload, or a meltdown after a missed goal. When a sports activity goes off-track:

  1. Stay Calm and Have a Plan
    • Keep a first-aid kit and sensory toolkit on hand.
    • Practice emergency exit strategies and safe spaces.
  2. Communicate Clearly and Compassionately
    • Use concise language and visual supports (“First aid, then water break.”).
    • Validate feelings: “I see you’re upset; let’s take a break.”
  3. Debrief and Adjust
    • After recovery, review what happened.
    • Adjust future sessions to prevent recurrence (e.g., shorter drills, altered environment).
  4. Reinforce Success
    • Highlight what went well before the incident.
    • Encourage a return to activity when the child is ready.

By preparing for mishaps and responding with empathy, parents and coaches can teach resilience and problem-solving—skills just as valuable as any athletic achievement. When things don’t go as planned, these moments become powerful teaching opportunities. Whether it’s helping a child process frustration after a missed goal or calmly guiding them through a sensory overload situation, the focus should remain on emotional growth, not perfection. Over time, children learn that setbacks are part of the process and that their value isn’t defined by performance, but by their effort and perseverance. With the right support, even the tough moments on the field or in the studio can lay the foundation for lasting confidence, adaptability, and self-awareness.

How LeafWing Center Supports Sports Engagement for Kids with Autism

At LeafWing Center, we understand that successful sports participation for children with autism requires more than just a coach—it demands a supportive ecosystem. Our specialized services include:

  • Individualized Assessment – We evaluate each child’s sensory profile, motor abilities, and social readiness to recommend the right sport and modifications.
  • Adaptive Coaching Programs – Our certified instructors use evidence-based teaching methods—visual supports, social narratives, and positive behavior strategies—to ensure every child thrives.
  • Family and Caregiver Workshops – Parents learn practical techniques for practice at home, from setting up sensory-friendly spaces to communicating with school PE staff.
  • Peer Support Groups – Small group sessions foster friendships, teamwork, and social confidence in a safe, understanding environment.
  • Ongoing Progress Monitoring – Regular check-ins and data-driven feedback loops help us adapt goals and celebrate milestones.

By partnering with LeafWing Center, families gain access to a holistic approach—where sports become more than exercise; they become a pathway to empowerment, confidence, and lifelong well-being.

Engaging in sports offers kids with autism a wealth of physical, emotional, and social benefits. From individual activities like swimming and gymnastics to adaptive team options such as small-sided soccer or bowling, there’s a sport to suit every child’s preferences and needs. While coordination challenges, sensory sensitivities, and social barriers may arise, strategic planning—backed by resources like the LeafWing Center—can transform obstacles into triumphs. With patience, preparation, and the right support network, your child can discover the joy of movement, the pride of teamwork, and the confidence to tackle any challenge—on and off the playing field.

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Key Takeaways

  1. Sports Offer Broad Developmental Benefits for Kids with Autism
    Engaging in physical activity supports not only fitness but also social skills, emotional regulation, sleep quality, and mental well-being. Structured sports provide predictable routines that can help children with autism thrive in both physical and interpersonal domains.
  2. Certain Sports Are Especially Well-Suited for Autistic Children
    Sports like swimming, martial arts, track and field, bowling, and horseback riding provide structure, individual pacing, and sensory-friendly environments. These activities allow children to build skills with less pressure from social or sensory overload.
  3. Common Barriers Can Be Overcome with Thoughtful Strategies
    Challenges such as motor coordination issues, sensory sensitivities, and social skill gaps can be addressed through adaptive approaches—like visual schedules, one-on-one coaching, and incorporating sensory breaks during sessions.
  4. Handling Setbacks Builds Resilience
    When sports activities don’t go as planned (e.g., meltdowns, injuries, overstimulation), staying calm, communicating clearly, and using supportive strategies like debriefing can turn challenges into learning moments that strengthen a child’s adaptability and confidence.
  5. Professional Support Makes a Difference
    Organizations like LeafWing Center offer individualized assessments, adaptive coaching, caregiver workshops, and peer support programs. This holistic model helps ensure sports become a tool for long-term growth, not just physical activity.

Related Glossary Terms

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Strategies to use for the park with your child with autism

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Visiting the park with a child on the autism spectrum can be a joyful and enriching experience—but without the right strategies, it can also become overwhelming. Many children with autism are sensitive to new environments, unexpected sensory input, or changes in routine, which can lead to stress or meltdowns. With a little planning and awareness, however, parents and caregivers can create positive, successful park outings that support their child’s comfort and confidence in community settings.

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Strategies to Help You Go to the Park with Your Child with Autism

Common Challenges for children with autism at the park

The park is one place where children typically enjoy their freedom and thrive, which can be a nice relief for many parents. Although, for parents of children with autism, this can be a stressful situation for many reasons.

  • Children with autism may not have the social skills to play with other children and they may not interact in ways that are socially appropriate.
  • Some children might have the tendency to run or wander away (elope).
  • Other children may have difficulties with transitions and therefore, leaving the park is always a struggle for the parent of a child with autism, more so than that of a parent of a typically developing child.

Nevertheless, there are some strategies for parents of children with autism to practice to help relieve some of these stressors and make the park a more enjoyable experience for everyone.

How parents can prepare children with autism for the park

The key to going to the park is to plan and prepare ahead of time. Give lots of warnings to help minimize the meltdowns. Predictability allows the child to feel more secure. When they feel uncomfortable and out of control is when the meltdown is triggered.

Tips on how to prepare:

  • Let the child have a say. Ask them what they would like to try first at the park.
  • Share the schedule. Let them know what to expect. If transitions are difficult, let your child know from the time of arrival how much time he or she will have at the park. Have a visual countdown (e.g., boxes that are crossed off every 5 minutes) until it is time to leave. If your child prefers electronics and timers, start a timer on a phone or electronic device instead.
  • Stick to the schedule. Prepare to leave. Have an exit strategy. Provide reminders when time is almost up, so your child is not “surprised” when it is time to transition. When time is up, it helps to have something positive that your child can look forward to after the park (e.g., frozen yogurt, pick up brother, dinner, or treat in the car).
  • Start small. Try not to overload them by having them try everything at the park. Take one thing like the swings and show them how you use the swing.
  • Bring identification. If your child tends to wander or run away you might want to consider having identification. You might tell yourself that you will be close by, but it is always better to be safe than sorry.
  • Facilitate the play. Consider sparking interest in your child for other people, activities, toys, and conversations by pointing these out in his or her environment: “Wow, those kids are going down the slide really fast, that looks fun!” or “That boy has a really cool race car, maybe you can ask to see it?” These are minimally intrusive ways to promote engagement with surrounding people, objects, and activities.
  • Prepare a To-Go bag with calming tools.
    • Sunglasses
    • A wide-brimmed hat
    • Fidget toys
    • Stuffed toy
    • Chewing gum
    • Weighted blanket
    • Bottled water and healthy snacks

With repeated exposure and positive interactions with people and activities at the park, your child’s positive engagement at the park may be reinforced over time. In other words, it may get stronger, and more frequent, and trips to the park can turn into something he looks forward to.

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Strategies to Help You Go to the Park with Your Child with Autism

How ABA Therapy Can Support Park Visits

Play is a powerful way for children to learn—and ABA (Applied Behavior Analysis) therapy can be a valuable tool in helping children with autism build the skills they need to enjoy the park. Using naturalistic teaching strategies, ABA therapy introduces key social and behavioral skills in real-world settings, like the playground, where learning can happen organically and at a child’s own pace.

ABA therapy can help your child:

  • Learn to take turns with peers
  • Use playground equipment safely and appropriately
  • Follow simple directions and routines

The goal is to create a safe, supportive experience where your child can explore, have fun, and develop confidence in community spaces like the park.

Meeting Your Child Where They Are

Remember, not every child will love the park—and that’s perfectly okay. If your child becomes overwhelmed or doesn’t enjoy being at the playground, don’t feel discouraged. Every child is unique, and forcing the experience may increase anxiety or stress.

Instead, consider alternative sensory-friendly environments where your child may feel more comfortable, such as:

  • Children’s museums
  • Adaptive theme parks
  • Sensory-friendly movie theaters

What matters most is that your child has opportunities for joyful, meaningful play in a setting that suits their needs. Follow their lead, and celebrate the small wins—wherever they happen.

Key Takeways:

  1. Plan Ahead for Predictability
    Providing advance notice and setting clear expectations can help minimize meltdowns. Using visual schedules or timers can assist children in understanding the sequence of activities and transitions.
  2. Involve Your Child in Decision-Making
    Allowing your child to choose activities at the park can increase their comfort and engagement. Starting with preferred activities can make the experience more enjoyable.
  3. Prepare for Safety and Comfort
    Bringing items like identification tags, calming tools (e.g., fidget toys, weighted blankets), and essentials (e.g., water, snacks) can ensure your child’s safety and comfort during the park visit.
  4. Encourage Social Interaction Gently
    Facilitating interest in other children and activities by making observations can promote social engagement without overwhelming your child.
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Related Glossary Terms

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Grocery shopping with your child with autism

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Grocery shopping with your child with autism can be a stressful and overwhelming experience for many parents. If this sounds familiar, you’re not alone. Even a simple trip to the store can quickly become a challenge filled with sensory triggers and unexpected hurdles.

The grocery store environment can be overstimulating for a child with autism. Bright overhead lights, background music, crowded aisles, misting produce sprayers, and flashing coupon dispensers can all contribute to sensory overload. It’s no wonder that a quick errand can feel like a major task.

Grocery shopping with your child with autism doesn’t have to be something you dread. With the right approach and a bit of preparation, it can become a manageable—and even rewarding—experience for both you and your child.

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By shifting your perspective and viewing each shopping trip as a chance to teach and connect, you can turn this routine outing into a valuable learning opportunity. This post offers simple, effective tips designed to make grocery shopping with your child with autism a more positive and manageable experience for both of you. With a little planning and patience, these outings can become less stressful and more empowering for your child.

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Grocery shopping with your child with autism

Preparation before your grocery shopping with your child with autism

Before the shopping experience begins, it may be beneficial to state what is expected from your child. Provide clear rules and expectations for the shopping trip.

Suggestions for teaching three crucial parts of a grocery store visit:

  1. Safe walking to and from the car;
  2. Quiet in the car;
  3. Appropriate conduct in the store.

If this is your child’s first time to the grocery store and they are prone to meltdowns, then start small. Allow your child with autism to bring a small toy for comfort. Set a time of how long it will take.

Make a list of items in the order that you walk through the store. This can be drawn out, printed, or cut from advertisements—whatever format works best for your child to keep track of during the shopping trip.

Keep in mind that backtracking through the store can be difficult when shopping with a child who is autistic. Planning your route ahead of time helps minimize stress and keep the trip as smooth as possible.

Include items your child prefers or is interested in. This can help engage them in the process and make the experience feel more interactive.

As you find each item, ask your child to cross it off the list or place the picture in an envelope. This gives them a visual cue that they’re making progress and are one step closer to finishing the trip.

Another helpful option is to give your child a shortened list that doesn’t include every item you need. A simple strategy is to save the final item on your list to match the last item on their list. That way, they can clearly connect checking off the final item with the end of the shopping experience.

More and more grocery stores are trying out what is called ‘Quiet Hour’ which is a more autism-friendly atmosphere for individuals who need fewer distractions and sensory overload. Check out in your area if there are any participating.

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Dad and son at the grocery store

Techniques to use while grocery shopping with your child with autism

Get your child involved in the shopping experience by allowing them to push the cart, select and put the items in the cart, place contents on the conveyor belt, and stay near the cashier until the groceries are bagged. Make the shopping experience fun.

Furthermore, use the experience to teach language skills. Grab a green and a red apple and ask your child to identify which one is red. Grab a big and a small can of tomatoes and ask your child to identify which one is bigger. Ask your child to label items that you grab from the shelves, especially preferable items. Based on how advanced your child’s speech is, tailor what you ask of them to their level.

Don’t forget—it’s important to provide continuous positive feedback when your child is participating in the shopping experience. Encouragement helps reinforce the behaviors you want to see.

Try not to draw too much attention to behavior that may not be appropriate for the grocery store setting. Instead, focus on and praise the positive actions your child is displaying.

One way to do this is by offering a reward at the end of the shopping trip. When your child with autism begins to master the basic skills of shopping, reinforce that progress with something they enjoy.

For example, if your child loves Hershey candy bars, place that as the last item on the list. Throughout the trip, remind them that demonstrating good behavior will earn them their favorite treat.

Keeping their “eyes on the prize” can help your child stay motivated, attentive, and even excited to finish the trip on a positive note.

Have a backup enjoyable activity that your child can engage in while you are completing the remaining part of the shopping trip that is not on their list. A small coloring book, games on your phone, a squishy toy, or some music through headphones may work to keep them engaged.

Lastly, if your child has difficulties walking through an entire shopping experience, allow your child to catch a ride on the shopping cart only if they have walked and helped for a certain amount of time, or when all of their grocery lists are completed. If you base it on time, be sure to have a visual chart (e.g., have 5 boxes, each representing 2 minutes) or timer for them to know how much time they have left of walking.

Assess the grocery shopping with your child with autism experience

Remember to take your child often to the grocery store. Taking them to the grocery store once or twice each week is now part of their routine and something they expect and even look forward to.

Don’t be discouraged based on one trip to the grocery store with your child on the spectrum. Not all trips to the grocery store end in triumph and when things don’t go so well, tell yourself that success emerges from routine and persistence. Trying again (and again and again) is an important part of the learning process for your child with autism. It is important to learn life skills that they will need to know how to do later in life.

We all have good days and bad days and that holds true to our children. You’ll be pleasantly surprised when you see your child starts to take simple steps toward a positive grocery shopping experience as long as you don’t put limits on your time and expectations of your child with autism.

Key Takeaways:

  1. Set Clear Expectations: Before the trip, explain to your child what behaviors are expected, such as safe walking, staying quiet in the car, and appropriate conduct in the store.​
  2. Start with Short Trips: For first-time experiences or if your child is prone to meltdowns, begin with brief shopping trips to help them acclimate.
  3. Create a Visual Shopping List: Use pictures or drawings of items in the order you’ll find them in the store. This helps your child track progress and understand the sequence of the trip.
  4. Engage Your Child in the Process: Involve your child by letting them push the cart, select items, and place them on the conveyor belt. This participation can make the experience more engaging and educational.
  5. Utilize ‘Quiet Hours’: Some grocery stores offer sensory-friendly shopping times with reduced noise and lighting. Check if local stores provide such accommodations to create a more comfortable environment for your child.

At LeafWing Center, we understand that everyday experiences like grocery shopping can present unique challenges for families of children with autism. That’s why we’re committed to being a trusted resource and support system for both parents and children. Through personalized therapy, practical strategies, and compassionate guidance, we help families navigate these moments with confidence. Our goal is to empower every child to experience life to the fullest and reach their highest potential. With the right tools and support, even the smallest outings can become meaningful steps toward growth and independence.

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?

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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Related Glossary Terms

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Traveling with your child with autism

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Planning a trip with your child who has autism? Whether it’s a long car ride to a vacation destination or a short road trip, preparation is key to making the journey as smooth and enjoyable as possible. For some children with autism, car rides offer a comforting sense of routine. They may enjoy looking out the window at the passing scenery, listening to music, or even napping during the drive. Others, however, may find the experience challenging—leading to restlessness, anxiety, or disruptive behaviors like crying, kicking seats, or attempts to unbuckle seat belts.

No matter where your child falls on this spectrum, the strategies shared in this guide can help you navigate the journey with greater ease and create a more pleasant experience for the entire family. With thoughtful planning and a few simple techniques, your next car trip can be filled with positive memories rather than stress.

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Traveling with your child with autism

Preparation before traveling with your child with autism

We all prepare in some fashion before taking a trip and it is no different when traveling with your child with autism. The unknown can be scary. Prepare your child for the trip.

What to discuss with your child with autism before the road trip

  1. Talk with your child about the purpose of the trip.
  2. Talk about where you are going. You might create social stories to present this information more clearly with visuals. Remember, any type of visual support will reduce anxiety and increase interest.
  3. How long it will take, and the stops along the way. Use schedules, maps, and even photo albums to help understand where you are going and whom you will see.
  4. Make it clear why you’re taking this trip together.

Keep it positive as something to look forward to. Prepare a snack bag as well as a toy bag ahead of time so you have food when your child is hungry and toys when your child is bored. Toys such as drawing boards, electronics (iPad or similar device) on which the child can play games or watch movies, travel games such as Perfection, and books may work well to keep your child occupied.

What to bring on the trip

  • Hand sanitizer
  • Flushable wipes
  • Extra batteries and chargers
  • Changes of clothing in case of accidents
  • Plastic bags
  • Medicine for nausea or other physical ailments
  • Extra headphones

Traveling with your child with autism: Essential Safety Tips

Ensuring a safe and comfortable journey when traveling with a child with autism starts with thoughtful preparation.

Secure the Car Environment:
Before setting off, engage the child lock feature to prevent rear doors from being opened from the inside. Additionally, if your child tends to unbuckle their seatbelt, consider investing in seatbelt covers or buckle guards to discourage tampering.

Optimize the Car Seat Setup:
Ensure the child’s car seat is installed correctly and securely fastened according to manufacturer guidelines. For extra comfort during long rides, add soft padding beneath the seat cover to help reduce pressure and improve support. This small adjustment can make a significant difference in your child’s experience.

Sensory-Friendly Preparations:
Consider bringing along comfort items such as noise-canceling headphones, favorite toys, or fidget tools to help manage sensory sensitivities. Calming music or familiar playlists can also create a soothing environment.

By taking these proactive steps, you’ll not only enhance your child’s safety but also make the journey more enjoyable for everyone involved.

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Traveling with your child with autism

Strategies to use throughout traveling with your child with autism

Be Realistic and Flexible:
Long car trips can be challenging, so anticipate the need for regular breaks. Watch for signs of anxiety, such as restlessness or changes in body language, and take pit stops as needed. Allow your child time to stretch, run around, or simply reset. Splitting the trip into manageable segments—even turning it into a scenic mini-vacation with fun stops along the way—can make the journey far more enjoyable for everyone.

Plan Mileage and Reward Systems:
Breaking your route into smaller chunks is a helpful strategy to reduce stress. If your total drive is 300 miles, for instance, divide it into segments of 30 miles or less, depending on your child’s tolerance. Create a reward system: for every successful segment (defined by criteria you set, such as sitting nicely or refraining from disruptive behaviors), let your child pick a prize from a pre-prepared reward bag filled with treats, small toys, or favorite items.

Minimize Uncertainty:
Children with autism often thrive on predictability. Help your child visualize progress by drawing squares or markers on a piece of paper, representing each completed segment of the trip. Consider making the halfway point a special reward milestone to keep motivation high.

Stay Calm and Present:
Trying to rush through the trip can heighten stress levels and increase the likelihood of forgetting essentials. Instead, take deep breaths, relax, and use calming techniques like playing soft music to keep yourself grounded—even when traffic becomes frustrating.

How LeafWing Center Can Help

Traveling with a child with autism doesn’t have to be overwhelming. LeafWing Center offers personalized strategies and parent coaching to prepare your child for new environments and situations, such as long road trips. Through behavior therapy and social readiness training, your child can learn coping mechanisms for managing anxiety and sensory sensitivities during travel. The team at LeafWing Center can also assist in developing tailored reward systems that encourage positive behavior throughout the trip.

By preparing thoughtfully and leveraging expert support from LeafWing Center, you can transform your road trip into a successful and enjoyable experience for the entire family.

Bon Voyage and happy travels!

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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?

Pilot talking with a little boy in the airport

Smooth Skies Ahead: A Parent’s Guide to Air Travel with Children with Autism

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Traveling can be stressful, but for children with autism, the unpredictability of air travel can heighten anxiety and sensory overload with large crowds and unfamiliar environments. However, with thoughtful preparation and a proactive approach, flying can be a positive experience for everyone involved. Below, we’ll share planning tips, preparing, and making the day of travel smoother for families with autistic children.

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A pilot talking with a young boy in the airport

Air Travel with Children with Autism: Planning Ahead

Flying with children can be challenging, but when your child is on the autism spectrum, careful preparation becomes even more crucial. The unique sensory, social, and communication needs of children with autism mean that planning ahead can make the difference between a stressful experience and a successful journey. By addressing potential obstacles in advance and tailoring the travel experience to your child’s specific needs, you can reduce anxiety and create a more enjoyable trip for everyone.

Here are some strategies to help you prepare effectively:

  1. Choose Flights Strategically:
    • Select flight times that align with your child’s most comfortable and calm parts of the day.
    • Avoid red-eye or overnight flights that might disrupt your child’s sleep routine.
  2. Consider Layovers:
    • Break the journey into smaller segments for international travel with hotel stays during layovers.
    • Choose flights that minimize the time spent in crowded airports.
  3. Seating Arrangements:
    • Request bulkhead or aisle seats for extra space and accessibility.
  4. Emergency Contact Information:
    • Use temporary tattoos, stickers, or clip-ons with emergency contact details in case your child elopes.
  5. Communicate with the Airline:
    • Inform airline staff about your child’s needs, including allergies, medications, and communication styles.
    • Notify flight attendants of potential behaviors like stimming to avoid misunderstandings.

How to Prepare for TSA: Autism Notification Cards for Smooth Air Travel with Children

Navigating airport security can be one of the most challenging parts of travel. The TSA offers resources to help:

TSA Notification Card:

  • Download and print the card from tsa.gov.
  • Call TSA (855-787-2227) 72 hours before your flight to request assistance.
  • The card alerts TSA officers about your child’s autism, ensuring a smoother conversation about accommodations.

Passenger Support Specialists:

  • Enlist a TSA specialist to guide your child through the screening process with patience and care.

Air Travel with Children with Autism: Preparing Your Child

Preparation helps your child feel more comfortable with the travel experience:

  1. Social Stories:
    • Create a social story detailing every journey step, from check-in to takeoff.
    • Use the story as a visual checklist on travel day.
  2. Airport Familiarization:
    • Visit the airport before your trip to explore key areas.
    • Practice walking through TSA and locating gates, if allowed by airport staff.
  3. Mock Flights:
    • Some airlines and airports offer mock flight experiences for children with autism. Check with your local airport for programs.
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Airline Programs and Tips for Traveling with Children with Autism

Air travel can be a daunting experience for families of children with autism, but there are programs and resources designed to make the journey smoother and less stressful.

Wings for Autism® / Wings for All®: Airport Rehearsals for Families

The Wings for Autism®/Wings for All® program offers airport “rehearsals” specifically designed for individuals with autism spectrum disorders and intellectual or developmental disabilities. These events provide families with the opportunity to practice the entire airport experience, including:

  • Entering the airport
  • Obtaining boarding passes
  • Going through security
  • Boarding a plane

These rehearsals not only help families prepare for the travel day, but they also give airport and airline staff—including TSA professionals—a chance to practice delivering their services in a structured learning environment.

Events are held at major airports such as:

  • Denver International Airport
  • Syracuse Hancock International Airport
  • Dulles International Airport
  • Dane County Regional Airport

If these locations aren’t convenient, families can request events at airports closer to their homes.

Booking Flights: Tips for a Better Experience

Direct flights are often the best choice for families traveling with children with autism, as they reduce the complexities of layovers and additional transitions.

The DPNA Flight Code: Assistance for Passengers with Disabilities

When booking flights, families can request a Special Service Request (SSR) code known as DPNA. This code stands for “Disabled Passenger with Intellectual or Developmental Disability Needing Assistance” and alerts the airline to provide appropriate support for your family during travel.

These resources and tips can significantly reduce the stress of air travel and ensure a smoother experience for both parents and children.
A young girl with headphones sitting on an airplane

Day-of Travel: Dos and Don’ts

The day of your flight can go more smoothly with these tips:

Dos:

  • Bring favorite toys, sensory items (stress balls, sensory brushes, sensory bottles), personal tablets, or oral chews for comfort.
  • Pack noise-canceling headphones to reduce sensory overload.
  • Take breaks for movement, snacks, and restroom stops.
  • Stay flexible and adaptable to the situation.
  • Ask airline staff for help as needed.

Don’ts:

  • Don’t forget caregiver breaks, especially during long journeys.
  • Avoid boarding too early to reduce your child’s time in a confined space.
  • Don’t hesitate to request deplaning first once the flight has landed.

How LeafWing Center Can Help

Preparing for air travel can feel overwhelming, but you don’t have to do it alone. At LeafWing Center, we specialize in helping families develop tailored strategies to prepare children with autism for new experiences like air travel.

  • Social Story Development: We work with parents to create personalized visual aids and checklists.
  • Behavioral Coaching: Our team provides guidance on managing potential challenges during the trip.
  • Airport Desensitization Programs: We can help families practice navigating airports to reduce anxiety.

With our support, you can feel confident that your child is ready to take on the skies. Contact LeafWing Center today to learn more about our services and resources!

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Key Takeaways

  1. Preparation is Essential:
    • Plan flights during times that suit your child’s routine and comfort levels.
    • Familiarize your child with the airport and flying experience beforehand.
  2. Leverage Resources:
    • Use tools like the TSA Notification Card and enlist TSA Passenger Support Specialists to ease the security process.
    • Communicate your child’s needs to airline staff to ensure understanding and support.
  3. Bring Comfort Items:
    • Pack sensory tools, favorite toys, and noise-canceling headphones to help manage your child’s needs during travel.
  4. Practice Flexibility:
    • Be ready to adapt plans and ask for help from airline staff when needed.
    • Focus on making the journey as stress-free as possible, even if things don’t go perfectly.
  5. Seek Professional Support:
    • Organizations like LeafWing Center can help prepare your child for the experience with personalized strategies, social stories, and airport desensitization programs.

These actionable tips can help ensure a more enjoyable travel experience for you and your child!

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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?

What to do before and after telling your child with autism “No”

What to do before and after telling your child with autism ‘No’

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What should happen before and after telling a child with autism ‘no’? Telling a child ‘no’ can be a difficult task for any parent or caregiver. The child may still be in the process of learning the concept of ‘no’. It’s possible that it hasn’t been enforced consistently in the past, resulting in a lack of understanding on the child’s part. Additionally, the child may believe that ‘No’ means they will never have access to the object or activity again, rather than realizing that it simply means they can’t have access at that particular moment. Children don’t always have a full understanding about why they are being denied what they want even if it is a harm to their safety. This can also seem like a monumental task for a parent of a child with autism. Children with autism can have a hard time processing big emotions and being told ‘no’ can produce multiple emotions of anger, sadness, and frustration.

Furthermore, during a typical school day, some objects or activities may not be available to the child, such as restricted computer use or not having access to a preferred toy while working. This can lead to challenges for the child in accepting the situation and potentially exhibiting negative behaviors.

Both parents and teachers face the obstacles of teaching a child how to cope when hearing the word ‘no’. So, what should you do before and after telling your child with autism ‘No’:

Before:

After:

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What to do before and after telling your child with autism “No”

Think of an alternate saying before you tell a child with autism no

Before saying ‘no’ to your child, it’s important to avoid using that exact word. Simply saying ‘no’ can lead to negative behaviors. Instead, find a different way to explain why the answer is no.

For instance, if your child wants something at the grocery store:

Instead of saying: “No, you cannot have that!”
Say: “That’s not on our list today”.

This helps your child understand that the no is not a punishment and may happen at another point. You may even want to explain your reasoning through a social story to help the child understand why they cannot have access to a desired object or activity at a specific time. It’s especially helpful for children with autism. Remember to positively reinforce when the child stays calm and accepts ‘No.’

Consider the various meanings that can be conveyed by the word ‘No’:

  • You can’t have that right now.
  • You are not allowed to do that.
  • We are not going there today.
  • Danger.
  • Stop.
  • Don’t touch that.
  • Maybe.
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What to do before and after telling your child with autism “No”

Give a Visual before telling a child with autism no

Children with autism do very well with visuals in all aspects of their lives, being told no is no exception to this. Visuals can be used in a first/then method. This works when you want to say no for right now. So maybe they want to play a game or do something fun but they need to finish homework. You’re not saying no to something fun forever but you need them to finish a task that is important beforehand. This is similar to what their typical peers’ parents go through as well. So, using a first/then chart is helpful to show a child with autism that they can have what they want after they have completed the assigned task.

Another way a visual could be used is through a Social Story. Social stories are a great way to teach a no that might put a child in danger such as not touching a hot stove or not running across the street while there is traffic. A social story could be used to show pushing the button to cross and then waiting for the light to tell them to cross. This shows a child that one action will always be a no (running across the street when it is not safe) and give them an alternate action to take to avoid the no (waiting for the walk symbol).

Allow time for a child with autism to process after telling them no

As with any child being told ‘no’ or ‘not right now’ can create a difficult emotion that they have to process through. It’s a fact of life that we cannot always have or do what we want when we want. However, it takes time to learn the skill of getting a no and moving on without causing a major undesirable behavior. Allowing time for children to process being angry and upset will teach them to deal with the emotion easier the next time. Just like any skill it can take time to practice, it will get easier the more the child understands a no and knows what they can do after.

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Giving alternates after telling a child with autism no

A good way to help a child process being told no is to give them an alternative. For example, say a child wants a snack of chips, but it is close to dinner. Instead of saying no and being final, you could say chips aren’t an option right now, but you can have grapes or carrot sticks. This gives a child a choice of an alternate option to something they want while you’re still saying no to their original request. Giving an alternate option is a great way to help a child process through the ‘no’ quicker because now they have a choice to make and it seems to them that they are still getting something that they like.

Points to consider when telling a child with autism to accept the words ‘No’ or ‘Stop’

They have a:

  • strong drive toward favorite objects/activities
  • limited understanding of the concept of ‘No.’
  • difficulty in following verbal instructions
  • lack of understanding of why access is denied

Remember, telling a child with autism ‘no’ can seem like an obstacle to a task. However, knowing what to do before and after can make the process easier on everyone involved and the child learns that sometimes a no happens and it’s nothing to be overly upset about as there could be alternate options for their request or their request could be fulfilled at a different time. It is important to provide positive feedback when a child remains calm and accepts the response of ‘No.’

The Leafwing Center offers services to teach children the skill of accepting the word no, which can be reinforced at home. ABA therapists will create personalized plans based on the child’s ability level and are trained to address the behavior that comes with teaching the skill of accepting the word no.

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How to teach your child with autism to wait

How to teach your child with autism to wait

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Parents often ask how to teach their child with autism to wait, as waiting is a part of everyday life. Waiting in lines, for food, or at stop lights is natural. However, waiting can be difficult for the average child, who may feel like waiting equals not getting what they want. For a child with autism, waiting can be even more challenging as they may struggle with understanding what it means to wait and how long it may take. However, there are a few ways to teach a child with autism how to wait, these are:

  • Practicing Waiting
  • Visuals
  • Social Stories
  • Distinguish between waiting and unavailable

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How to teach your child with autism to wait

How do you practice the skill of waiting?

One of the first things in teaching your child with autism to wait is to practice waiting. Being able to practice waiting in low-stakes situations can help a child build up the stamina for waiting. Do not let a child’s first experience be out in public or in an unfamiliar place as they will need to process their emotions when it comes to waiting and it can be a stressful situation for everyone. Practice waiting at home so a child with autism can have a safe space to process the frustration or anger that can come with the activity of waiting. When they ask for their favorite treat, ask them to wait for two minutes the first time and explain why we have to wait. Continue to build up the time to practice them waiting and increase their stamina for waiting.

Also, it is important to create a trusting and safe environment for your child with autism as this can help with waiting. Make sure to reward them for their patience and explain the consequences when they do not wait. Give them choices between two activities or items that can help them understand why one has to wait, such as allowing them to choose which toy they get first and the other one after they’ve waited.

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How to teach your child with autism to wait

Wait Visuals for autism

Visual aids can be helpful for children with autism to learn and process new tasks. These aids may include timers or wait symbols to indicate waiting periods. The timer helps the child understand that the wait will end and they will receive what they want. If there are other children present, a wait sign acknowledges the child with autism’s needs and communicates that attention will be given as soon as possible. This reassures the child that they have not been forgotten.

It’s also important to remember that for a child with autism, it might take longer for them to process the instructions of having to wait. So, it’s best to give them enough time and repeated reminders if necessary. The goal is to teach your child the ability to pause and think before responding rather than impulsively reacting.

You can practice this by:

  • role-playing scenarios with them
  • using visual cues
  • rewards

When teaching your child with autism to wait, it’s important to remain consistent, patient, and understanding. It can be helpful to provide visual cues like a timer or picture that shows how long the wait time is going to be.

Use verbal reminders:

  • Count down from 10
  • Repeat instructions in smaller chunks

Additionally, positive reinforcement such as praising your child and offering rewards for successful waiting can help encourage desired behavior. For example, if your child is able to wait a certain amount of time before asking for something, you can reward them with extra playtime or a special treat. It’s also important to stay calm and provide positive reinforcement during times when the waiting process gets difficult. Being consistent, understanding, and reinforcing good behavior teaches your child with autism to wait can be difficult, but the end result is a reward that they desire.

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Wait Social Stories for autism

Social stories are a way to teach children with autism to wait. They use visuals and characters to depict real-life experiences. For instance, waiting in the grocery store can be addressed with a social story. The story can feature a child with the same name as the real-life child waiting in line for check out at a specific grocery store, even including the name of a cashier.

A good social story would include:

  • The who
  • The what
  • The where
  • The why
  • Should be written in a positive manner (what should happen instead of what not to do)
  • Include real-life feelings the child could face in that situation

The story should be written in the first person and should include visuals of the child waiting in line, interacting with the cashier, and getting their food. It can also include a few sentences about how long it took for the checkout process to finish. The social story should end with a positive outcome that reinforces to the child that waiting is an important skill to have and something they can do.

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Distinguish between “wait” and “unavailable”

When teaching your child with autism to wait, it is important to help them distinguish between “wait” and “unavailable.” Waiting can be a difficult concept for someone with autism to understand, but it is essential for their development. To make the distinction clear, explain that waiting means that something will happen soon and that they should remain patient until it does, whereas unavailable means that it won’t happen at all or not for a long time.

Unavailable:

For example, let’s say your child wants cereal for breakfast but you are out of their favorite cereal. You would not want to teach the wait skill here because they are not going to be getting their cereal. Therefore you must show them that unfortunately, they are going to have to pick something else because their cereal is currently not available in the house. You can do this by showing an empty container to show that the cereal is all gone.

Waiting:

Teaching the skill of waiting only works when there is something for the child to receive at the end of the waiting whether tangible or not. This could be the item they wanted to eat or buy or going to the park or leaving the grocery store for home.

Teaching the skill of waiting can be very beneficial to everyone involved. It can prevent meltdowns and undesirable behavior from occurring. Additionally, waiting is a skill that everyone has to learn and put to use in everyday life. Similarly, to their peers, children with autism can struggle at first with the skill of waiting. Therefore, teaching a child with autism to wait through practice, visuals, and social stories can improve their waiting endurance.

The Leafwing Center offers services to teach children the skill of waiting, which can be reinforced at home. Two common difficulties that we encounter when working with families over the years are regarding waiting and when a child is told no.  These two scenarios can be overwhelming as they are often accompanied by the most intense challenging behaviors. ABA therapists will create personalized plans based on the child’s ability level and are trained to address the behavior that comes with teaching the skill of waiting.

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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?

The Advantages of Applied Behavior Analysis (Podcast Episode)

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A team of knowledgeable professionals from The LeafWing Center share their expertise about applied behavior analysis. They discuss the basics of the technique, what a good ABA program entails, reasonable expectations and the many benefits to be gleaned from this type of treatment. This is an in-depth tour of what ABA is and how it works.

Listen to the Podcast Episode here:
The Advantages of Applied Behavior Analysis Podcast