Triennial IEP

Triennial IEP

Triennial IEP

The Triennial Individualized Education Program (IEP), also referred to as a triennial assessment or review, occurs every three years. Students who receive special education services must be reassessed during this time to determine their continued eligibility for services. The IEP team will work together to decide which assessments will be conducted during this triennial review. Additional reviews may be scheduled more frequently based on the student’s needs but cannot take place more than once a year without the consent of the parents and the district.

According to IDEA, students are allowed to be evaluated once per year, with the option for families or schools to request additional evaluations if new information is required before the triennial reevaluation.

If the school does not discuss a triennial evaluation, parents can talk to the IEP case manager. It is possible for parents and schools to agree in writing not to conduct a triennial reevaluation. After reviewing records and progress, the IEP team may determine sufficient data to support ongoing services and goal setting, in which case a reevaluation may not be necessary.

However, it is important to consider that three years is a significant amount of time. Even if it is evident that a student still qualifies for services, their needs and abilities may have evolved. A reevaluation can provide the IEP team with additional information to determine what should be included in the student’s IEP.

Triennial IEP Assessment and Meeting Guidelines:

  • 60 days before the triennial IEP meeting to begin assessments
  • 15 calendar days to propose a plan for re-assessment
  • 60 calendar days after the parent agrees to the assessment plan to hold an IEP meeting to review the results

*These guidelines might vary from state to state

There are two types of reevaluations:

  • Triennial reevaluation (three-year review)
  • Parent or Teacher requested reevaluation

Reasons to request a reevaluation

A reevaluation can provide additional information to the IEP team. For instance, if a student with Attention Deficit Hyperactivity Disorder (ADHD) has accommodations to aid in their focus, but their impulsive behavior is also causing disruptions in the classroom, a behavior assessment might be necessary if it wasn’t included in the initial evaluation.

Some other reasons to reevaluate:

  • New areas of concern became clearer once a student got support.
  • The information from a previous evaluation didn’t address all the areas it needed to.
  • A student wasn’t found initially eligible but still struggles.

The Key Take-away

The triennial reevaluation aims to see if a student’s needs have changed. It’s also to see if they still qualify for special education services.

LeafWing can assist in providing a list of necessary services that must be established on your student’s IEP Plan to succeed in a school environment. Please reach out to your BCBA for assistance.

Other Assessments:

Independent Educational Evaluation (IEE)
Functional Behavioral Assessment (FBA)
Psychological evaluation
Psycho-educational testing
Classroom observation

Other Considerations:

IEP Transition Plan
Individual Transition Plan (ITP)

child tracing letters


child tracing letters

Shaping is an ABA-based teaching technique in which “successive approximations” toward the target behavior being taught are reinforced until the learner can perform the behavior successfully. Let’s first define what successive approximation is. It is an attempt to perform a task that is slightly better than the previous performance. For example, an instructor reinforces the way a student writes the letter “A” each time he writes it better than the last time he wrote it.

How To Use

Shaping starts with a task analysis in which a desired behavior is broken down into smaller and more manageable steps that would move the child successively closer to that desired behavior. This is referred to as a behavior chain. There are two different types of chaining:

  • Forward Chaining is a teaching technique in which the learner is prompted/taught the first step in a series of steps with the therapist/parent performing the steps after the step targeted for learning.
  • Backward Chaining is when the ABA therapist or parent goes through each step of a process with the child with autism together until the last step, which the therapist prompts the child to complete.

Once the small approximations of the desired behavior are clearly identified, one must select the reinforcement to be used and make sure that everyone working with the child knows which behavior, when, and how to reinforce the approximations. Data on the behavior should be collected and reviewed by the team. The program must continue until the child demonstrates the desired behavior.


Shaping is a powerful tool for teaching new behaviors. It involves reinforcing small steps toward the ultimate goal. This technique is particularly helpful when the desired behavior is challenging to learn through traditional methods. By identifying and rewarding progress, shaping can lead to incredible results. Shaping is particularly helpful when the desired behavior is difficult to learn through instruction, imitation, or verbal/physical cues.

Related Glossary Terms

Receptive ABA


Receptive ABA

Receptive language refers to the ability to understand and comprehend spoken language, such as following directions or listening to instructions. For example, if a parent asks their child to put on their coat and the child knows what that means and the steps to complete the request.

Early intervention focuses on developing receptive skills, starting with basic instructions and progressing to more complex tasks such as following multiple-step instructions and recognizing abstract features.

What is an example of Receptive ABA?

An example of receptive ABA is teaching a child to identify objects or symbols. This can include teaching them to name items such as a toy, a piece of clothing, or a food item, or to recognize and respond to certain symbols such as the letters of the alphabet. Receptive ABA also includes teaching an individual how to respond appropriately when given verbal instructions, such as “Sit when asked.

Instructions should only contain the relevant information. Present Clear and Concise Instructions.

Avoid: “Will you look at me please?”
Ideal: “Look” or “Look at me”

Assessment for Receptive Language Deficits

The Verbal Behavior Milestones and Assessment Placement Program’s Barriers Assessment is a helpful tool for assessing learner responses that may hinder the acquisition of receptive language programs. It includes various sections that can assist instructors in identifying responses and deficits that may interfere with the acquisition of receptive language programs, such as limited scanning skills, difficulties observing auditory stimuli, and problem behavior. Instructors can then use the assessment results to choose appropriate observing responses.

ABA Program to Teach Receptive Language

Receptive programs use Applied Behavior Analysis (ABA) techniques to help children develop the ability to understand language. These activities typically involve modeling a response to language and then providing reinforcement when correct responses are given. Examples of these activities include teaching a child individual words, identifying objects or images, following instructions, answering questions, and sorting items according to category.

Useful for teaching:

  • Instruction following
  • Identification of stimuli in the environment
  • Completion of different activities

Receptive Programs for Early Learners

  • Receptive Instructions
  • Receptive Identification of Common Objects
  • Receptive Identification of Body Parts

Parents naturally begin to teach their children receptive language from a very young age. From naming objects and colors, to letters and numbers, parents are teaching their children through everyday activities. As the child develops into a toddler and then a preschooler, they should be able to understand more complex instructions with increased accuracy.

Using Applied Behavior Analysis (ABA) as an intervention for children with autism who have delays in receptive language development can be highly effective. ABA techniques, such as prompting, reinforcement, and shaping, are used to teach the child to understand and respond to verbal communication. Prompting is when a therapist provides cues or clues that help the child better comprehend what is being said.
Reinforcement is used to help the child understand that a specific behavior or response will result in a reward or consequence. As the child begins to comprehend and respond correctly, more difficult tasks are introduced.

ABA techniques can be used in both one-on-one and group settings.

Let Leafwing Center help establish a treatment plan to help your child with autism get over the development hurdles. We are able to administer a receptive language program that is tailored to your child’s specific needs. Give us a call today!


Additional Glossary Terms:

Behavior Chain

Behavior Chain

A behavioral chain consists of a series of steps that occur in a specific order, resulting in a complex behavior. Essentially, it is a set of steps used to carry out intricate actions like washing your hands.

Before implementing a chaining procedure, a task analysis must be conducted in which a complex behavioral unit is broken down into smaller stimulus-response units known as links.

Behavior chains are utilized as effective strategies to teach children with autism diverse skills, ranging from self-help tasks and vocational abilities to communication.

What is the difference between a behavior chain and chaining?

Chaining is a teaching method that involves using behavior chains, which are sequences of individual behaviors that create a final behavior when linked together. The first step in teaching a behavior through chaining is to conduct a task analysis.

What are the three types of chaining in ABA?

Chaining may be used to teach complex behavior using three main methods: forward chaining, backward chaining, and total task chaining.

Chaining types:

  • Forward chaining – The forward chaining technique is a teaching method used by educators to help children learn new skills and behaviors. It is based on the idea of breaking down complex tasks into smaller, more manageable steps and having the child master each step before progressing to the next. This strategy allows the learner to build upon what they already know, as they become increasingly comfortable with each step, instead of trying to tackle the whole task.
  • Backward chaining – The backward chaining technique is like forward chaining, but in reverse. It starts from the last step of the task and moves backwards. This method is used when it’s easier to teach a child from the end of the task. The teacher helps the child until they reach the last step. Backward chaining is the procedure that is typically used for people with limited abilities.
  • Total task chaining – The total task chaining method consists of teaching a complex behavior in one trial. This method involves breaking down the entire behavior into individual components which are then sequentially linked together until the desired outcome is achieved. The goal of total task chaining is to give the learner an understanding of how each component contributes to the overall behavior.

Creating a task analysis:

  1. Watch someone complete the task
  2. Write down each step from beginning to end of completing the task
  3. Have someone else use the steps written down to complete the task (Make adjustments to the steps as needed)
  4. Present the task to the child or watch the skill performance in the natural setting
  5. Take data on the child’s performance with each step of the task
  6. Based on the data, decide which chaining method to use

Example of a task of putting on a coat:

  • Locate his coat from the hooks in the hall
  • Lay the coat down on the floor
  • Make sure the zipper/buttons are facing up
  • Locate the top of the coat
  • Stand with the tips of your toes touching the top of the coat
  • Squat down
  • Place your arms out in front of you, palms facing down
  • Slide one hand partway into the sleeve on the same side
  • Slide your other hand partway into the other empty sleeve
  • Leaving your hands in the sleeves, slowly start to stand up
  • Raise your arms, with the coat, slowly in front of you
  • “Flip” the coat over your head
  • Slide your hands the rest of the way through the sleeves

Which chaining method is the most effective?

The chaining method that a therapist or parent might use will determine the child’s learning level, the complexity of the task and what the task analysis revealed as the preferred method.

Backward chaining has advantages for teaching individuals with difficulties learning complex behavior, as it allows them to earn natural reinforcement at the end of the chain. This method is particularly useful for those with severe delays, as they can complete the last step and immediately see the outcome of the chain without needing additional prompts.

Forward chaining has both advantages and disadvantages. One advantage is that it provides additional practice for responses at the beginning of the chain. However, a disadvantage is that it necessitates the use of arbitrary reinforcers to teach earlier responses. Additionally, earlier responses are put on extinction as chaining progresses, which means that simply placing soap on a dirty fork is no longer reinforced.

Total task chaining has advantages and disadvantages. It allows all responses to be practiced at once. However, reinforcement is delayed until the entire sequence is practiced, making teaching the response chain harder. The best approach depends on the child’s needs and preferences and the intervention goals. Therapists can expose clients to different chaining procedures to determine their preferred teaching method. No one-size-fits-all recommendation can be made.

Research has shown that behavior chains are effective learning procedures for children with autism. These procedures have been used to teach vocational tasks and daily living activities. Further studies have explored the use of behavior chains in activity schedules.

Other Glossary Terms in this series:

Backward chaining
Forward chaining
Task analysis

Negative Reinforcement

Avoidance Contingency

Avoidance Contingency
The definition of avoidance contingency is a response you engage in that postpones or prevents a stimulus from occurring.

What is Avoidance Contingency in ABA?

Avoidance contingencies are often used to address unwanted behaviors. For instance, if a child exhibits aggressive behavior, such as hitting, yelling, or screaming when they do not get what they want, then their parent can use avoidance contingency by removing them from the situation and putting them in a time-out. This removes rewards for aggressive behavior and prevents the child from getting what they wanted. Additionally, this teaches the child that engaging in aggressive behaviors will result in a consequence.

Examples of Avoidance Contingency for Parents and Teachers

Avoidance contingencies can be used by parents as well as teachers as tools for teaching children appropriate behaviors. Parents might set up rewards for their children who stay away from certain activities that are considered unacceptable, such as gambling or drinking alcohol. Teachers can also use similar strategies with students who are having difficulty following rules or engaging in inappropriate behavior; instead of punishing them, the teacher will reward them for behaving appropriately and staying away from those activities that aren’t beneficial for them in any way.

Don’t be confused between avoidance and escape

  • Avoidance: To set your alarm to go off at a later time
  • Escape: To keep pressing snooze on your alarm clock

Alternative to Avoidance Contingency

Another form of avoidance contingency can involve reinforcing positive behavior rather than punishing negative behavior. For example, if a child throws food at mealtime, their parents could reinforce the positive behavior of keeping their hands on the table by giving them praise when they do so. This reinforces the desired behavior and makes it more likely that they will continue to keep their hands on the table instead of throwing food at mealtime.

Is Avoidance Contingency Effective?

Ultimately, avoidance contingencies can be effective when used properly and appropriately; however, they should not be used as a substitute for other forms of discipline or positive reinforcement techniques that could also be successful in teaching desirable behaviors in both adults and children alike.

In conclusion, avoidance contingencies involve performing actions that prevent or delay an event or outcome from occurring when something undesired is about to happen. It can be used to address unwanted behaviors by removing rewards for negative behaviors or reinforcing positive behaviors instead of punishing negative ones.

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.

Planned Ignoring

Planned Ignoring

Planned Ignoring

Planned ignoring is when parents intentionally ignore certain behaviors from their children. It’s done to prevent attention-seeking behaviors. For instance, if a child throws tantrums when their mother is on the phone, planned ignoring may be employed. This technique tests whether the child’s tantrums are attention-seeking. By ignoring them, the child learns that their tantrums won’t work. This can be an effective intervention tool for the future.

Planned ignoring is a type of extinction procedure. Extinction stops rewarding previously rewarded behavior. It reduces inappropriate behaviors in children. But it is challenging to implement. Changing the way, you respond changes a child’s expectations suddenly. When implementing extinction procedures, it is important to remember the following:

  • Be consistent with your planned ignoring
  • Reinforce other behavior
  • Get ready for extinction burst

There are five key elements to effective planned ignoring:

  1. Only ignore behaviors that students do for attention.
  2. Planned ignoring is never an appropriate strategy for behavior that is harmful to the student or others.
  3. Identify specific behaviors to ignore.
  4. Provide positive attention (see Using Behavior-specific Praise) for appropriate behavior.
  5. Do not give attention to the behavior. The behavior you ignore will get worse before it goes away.

What is an example of planned ignoring in the classroom?

As an example, you can ignore John if he blurts out in class, but as soon as he raises his hand you can respond with, “Thank you for raising your hand to get my attention!“

Effectively planned ignoring can help students unlearn problem behaviors that obtain attention and, when paired with positive reinforcement, teaches them more socially appropriate behaviors to interact with peers and adults.

What can I do instead of planned ignoring?

When faced with difficult behavior, instead of implementing planned ignoring, reinforcements, or consequences, consider using supportive listening, calming methods, and skill-building techniques.

But with a child with autism, more often than not, the challenging behaviors are not to get attention.

What may be happening:

  • When the child yells because their routine has been interrupted, they are not looking for attention, they are likely protesting the disruption of a routine that is important to them.
  • Or, when a high school student calls out inappropriately in class, it’s probably not to get a laugh, but it may relate to missed social cues and trouble generalizing learned social skills.
  • Furthermore, when a child has a meltdown in the grocery store, it may be due to sensory overload, not because they want more attention.

Planned ignoring is effective when the behavior is driven by the desire for attention, which may be the case for some children with autism. However, if attention-seeking is not the motive, this strategy is not appropriate.

Is planned ignoring negative punishment?

One problem with negative punishment is that it works as long as the stimulus is consistently removed. However once the punishment stops, the undesired behavior will likely resume. Another drawback is while it can stop an undesired behavior, it doesn’t provide information on the desired action.

Additional Glossary Terms:

Example of Aversive Stimulus

Aversive Stimulus

Example of Aversive Stimulus

An aversive stimulus is anything that someone simply does not like. Those things vary per person at any given time.

How is Aversive Stimulus used in ABA?

In Applied Behavior Analysis (ABA), an aversive stimulus refers to something that an individual finds unpleasant but is presented in order to reduce the occurrence of the target behavior. The purpose of using an aversive stimulus is to change or eliminate the behavior and replace it with a more desirable one. ABA practitioners use various techniques to increase desired behaviors and decrease maladaptive behavior, and one technique involves Positive Punishment. Positive Punishment is the addition of an aversive stimulus following a behavior in order to decrease the likelihood of that behavior occurring again.

For example, if a child hits another child, the therapist may give the child a time-out, which is a form of positive punishment. The child is being given an aversive stimulus (being removed from the activity) in order to decrease the likelihood of hitting again.

However, it is important to note that punishment should only be used as a last resort in ABA therapy. Positive reinforcement, such as praise and rewards, is generally more effective in increasing desired behaviors.

When to use Aversive Stimulus?

In order to determine if an aversive stimulus is an appropriate intervention, it is important to consider the potential consequences of the behavior being targeted. Aversive stimuli, such as verbal reprimands, yelling, and harsh punishment, should be used sparingly in Applied Behavior Analysis (ABA) interventions. Although there is evidence that some behaviors can be reduced through the use of aversive stimuli, there are potential risks associated with their use.

The potential risks of aversive stimuli:

  • Running away
  • Getting away
  • Dodging it

When an aversive stimulus is used in ABA, it is important for the therapist to ensure that the behavior being targeted is addressed and not simply avoided. This means that when using an aversive stimulus, the therapist must work to make sure that the behavior itself is addressed and changed rather than just having the person avoid or escape the situation. To do this, the therapist must ensure that any reinforcement given for the appropriate behavior is greater than the aversive stimulus.

Does Aversive Stimulus work?

The therapist should also keep track of how long it takes for the person to respond to the reinforcement and record any changes in behavior that occur after the aversive stimulus is used. Additionally, it is important to ensure that an appropriate amount of time passes between when an aversive stimulus is presented and when reinforcement is given for the appropriate behavior is greater than the aversive stimulus. Additionally, the therapist should keep track of how long it takes for the person to respond to the reinforcement and record any changes in behavior that occur after the aversive stimulus is used. This will help determine if any progress has been effective.

Helpful tip:

  • If behavior goes up? Reinforcement is at work.
  • If behavior goes down? Punishment is at work.
Time out



In Applied Behavior Analysis (ABA), time-out is classified as a negative punishment procedure. Negative reinforcement involves removing a stimulus in order to decrease a behavior. Using a time-out after problem behavior is displayed can reduce the likelihood of the problem behavior re-emerging in the future.

The use of time-out can reduce or stop problem behaviors; however, it does not show appropriate behaviors. It should be used together with teaching and encouraging appropriate behavior while also providing positive reinforcement. Positive reinforcement is the addition of something to enhance that behavior’s odds of recurrence in the future, such as praising, rewarding, or allowing access to toys/privileges when the desired behavior (completing chores) occurs.

Three major types of time-outs:

  • exclusionary – involves removing the child from the reinforcing situation but not from the room or area of activity. For example, sending a child to a corner of the room or a chair positioned away from the ongoing activity.
  • non-exclusionary – similar to exclusion time-out in that the child is removed from the reinforcing situation for a certain amount of time but may still observe the ongoing activity of the class.
  • isolation – a behavior modification technique of removing the child from their environment of reinforcement to one that does not offer any incentive for their behavior.

Time-out for children with special needs

Time-out can give autistic children or children with developmental delays a safe space to work on calming themselves.

When TIME-OUT as a discipline technique is not recommended for a child with autism who:

  • use aggressive or self-injuring behavior, because it can reinforce the behavior.
  • avoid interaction with others because these children might misbehave as a way of being sent to time-out.
  • behaviors (repetitive hand flapping, repetitive tapping) will maintain or even increase the behavior.
  • tends to be withdrawn. It could end up being a reward rather than a negative consequence if it gives your child time alone.

How to use time-out

First, you must decide what type of behavior warrants a time-out such as fighting, arguing, or throwing tantrums. Secondly, you must try to enforce the time-out fairly and consistently. Finally, designate a space for the time-out. Never use their bed. Make sure to use an age-appropriate length of time for the time-out. The timer does not start if the child engages in the problem behavior (crying, whining, or tantrum) while in time-out. Let them know what you expect of them like keeping your hands to yourself and sitting quietly for one minute.

The time-out should always have verbal warnings before the discipline to allow the child to make appropriate choices. If their bad behavior continues, they should have an explanation for the time-out as they are being escorted to that area. Even one-year-olds understand when they have reached their parental limit, but the explanations should be age appropriate.

However, for time-out to be successful, the parent must confirm that the toys or activities the child is doing are highly preferred. For example, if a child is told to do chores (non-preferred activity) and then he/she hits their sibling, time-out should not be used because it delays having to do the chores. If a parent is consistent with this, the child’s hitting may increase in the future because they will learn that when they hit a sibling, they can delay doing the non-preferred activity.

Afterward, both the parent and the child should try to leave the incident behind.

Alternative discipline techniques for children with autism

The following discipline techniques can guide all children toward appropriate behavior and away from inappropriate behavior:

  • praise and rewards for appropriate behavior communicates to your child what you like about their behavior
  • clear rules about behavior let the child know what is expected of them
  • positive consequences for appropriate behavior
  • negative consequences for inappropriate behavior
  • modeling social skills for handling unfamiliar or difficult situations
bio medical approach

Bio-Medical Approach

Bio-medical Approach
A bio-medical approach to treating autism focuses on the potential biological roots of autism, such as heavy metal toxicity or yeast overgrowth, or certain difficulties related to food processing. Many physicians believe that problems with the immune, digestive, or endocrine systems are linked to autism symptoms. This method seeks to target these biological processes in individuals’ medical care.

Medical Treatments for Individuals with autism

A biomedically-oriented approach to autism necessitates conducting various medical assessments on the child or individual. Many diagnostic exams can be administered with a blood sample or the patient’s excretion; thus, tests may typically be accomplished during one appointment or at regular intervals in the person’s life.

Types of Tests:

  • A tilt table test may be performed to check for gastroesophageal reflux disease.
  • A blood sample might be collected to determine if the child has heavy metal poisoning or a nutritional deficiency.
  • Urine testing may be performed to check the child’s metabolic function.
  • Testing for oxalates, which are fungi found in certain medications used to treat common bacterial infections, may also be performed.
  • Microbial testing from a stool sample, nasal swab, or saliva sample may also be collected and analyzed, in order to determine if the child has a buildup of yeast or bacteria in the digestive or nasopharyngeal tract.

Bio-medical treatment addressing gastrointestinal issues, nutrition imbalances, immune system irregularities, or detoxification concerns might help to reduce the need for powerful psychiatric medications in autism care. Each plan is tailored to the individual.

Naturopathic Therapies for autism

Natural treatments for autism are great complementary treatments that work well in conjunction with other therapies and services. For example, some parents find that eliminating foods with artificial food coloring lessens symptoms. Others have had success with eliminating foods that contain gluten, casein, or processed sugar. The addition of vitamins such as B12 or nutrients such as omega-3 fatty acids has also helped with the autism symptoms of some children. The parents or caregivers will be the ones who will help drive this time of strict regimen.

Benefits of a bio-medical diet

  • gastrointestinal benefits (decreased constipation, diarrhea, and cravings)
  • immunological benefits (decreased allergies, migraines, or abnormal infectious disease reactions)
  • neurological benefits (positive alteration to sensory impressions)

It is hard to specify precisely how successful the bio-medical way of handling autism has been. At this moment, there is insubstantial proof regarding its efficacy. Since various symptoms of autism are not precise, it can be difficult to assess if bio-medical techniques and modalities are responsible for patient advancement entirely. Nonetheless, evaluating a medical approach to autism is something families must consider beforehand employing psychiatric drugs to control autism signs. This therapy plan might also be significant for autistic patients who cannot take pharmaceuticals or have swallowing disorders that stop them from ingesting the medicine. Evidently, grasping the bio-medical method to autism gives parents and caretakers more alternatives for granting their child with the finest support, attention, and possibility.

Other Resources:

Autism Feeding Issues
Foods to avoid with autism

IS ABA therapy covered by my insurance

Applied Behavior Analysis

ABA therapy

ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association.

A qualified and trained behavior analyst (BCBA) designs and directly oversees the program. They customize the ABA program to each learner’s skills, needs, interests, preferences, and family situation.

The BCBA will start by doing a detailed assessment of each person’s skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too. There may be parent training involved to be consistent in the child’s progress.

A branch of psychology concerned with employing evidence-supported interventions or instruction forms the basis of Applied Behavior Analysis (ABA). Examples of ABA-centered interventions encompass but are not limited to, Discrete Trial Teaching, Casual Teaching, Central Response Training, and Functional Communication Coaching.

The philosophy behind ABA therapy is:

  • To teach a child how to do something (e.g., prepare for school, behave better, play with others, or do things for himself or herself)
  • To provide interventions to those who may deal with pervasive developmental disorders such as autism spectrum disorders
  • To break a new skill down into very small steps
  • To provide a reward to a child for each step they do, even if they need help
  • Child friendly, and rewards a child with things or activities they like
  • To personalize the therapy to the level of the ability of the child
  • To measure the child’s skills regularly in order to adjust the teaching level

Some ABA teaching programs include:

Generally, children start receiving ABA treatment between the ages of two and six. If a child is two when beginning treatments, they can use ABA to cultivate superior communication abilities and teach them to obey simple instructions – all in preparation for preschool. For older children, ABA is often used as part of the child’s education, to teach social skills, and daily living skills or to help change problem behaviors.

Additional Articles:

What is ABA therapy?
ABA Therapy Examples
Individualization in the Treatment of Children with Autism