Tag Archive for: ABA

Teaching Action Labels to Children with Autism

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

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

Request More Information

Teaching Action Labels to Children with Autism

What are Action Labels?

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

When should you Start Teaching Action Labels?

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

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

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

Request Enrollment Information

Teaching Action Labels to Children with Autism

Why are Action Labels Important?

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

Contact Us

Common Challenges in Teaching Action Labels

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

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

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

Key Takeaways

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

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

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

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

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

Call Us at (888) 436-2532

 

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Teaching Action Labels to Children with Autism

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

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

Request More Information

Teaching Action Labels to Children with Autism

What are Action Labels?

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

When should you Start Teaching Action Labels?

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

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

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

Request Enrollment Information

Teaching Action Labels to Children with Autism

Why are Action Labels Important?

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

Contact Us

Common Challenges in Teaching Action Labels

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

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

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

Key Takeaways

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

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

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

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

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

Call Us at (888) 436-2532

 

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Visual Schedule

Using Visual Supports to Help Students with Autism in the Classroom

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

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

Table of Contents

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

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Visual Schedule

The Benefit of Using Visual Schedules

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

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

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

Practical Tips for Implementing Visual Supports

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

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

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

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

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

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

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

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

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

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Star chart

Star charts help to achieve a desirable behavioral result

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

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

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

Tips for Success:

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

The key takeaways from using visuals to help students with autism

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

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

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

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Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Strategies for autism in the classroom

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

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

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Strategies for autism in the classroom

Autism in the classroom: strategies for success

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

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

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

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

Ways Autism impacts Learning in the classroom

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

Strategies for autism classroom set-up

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

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

Examples of environmental support

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

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

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Sensory activity strategies

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

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

Some sensory activities can include:

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

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

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

Key Takeaways

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

How LeafWing Center Prepares Children for Classroom Success

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

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

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

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

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

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

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Related Glossary Terms:

Other Related Articles:

 

Call Us at (888) 436-2532

 

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

How does autism happen

How Does Autism Happen?

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Causes of autism

For years, we have been asking this question – how does autism happen? Questions about why ASD is more severe in some people rather than others and why it affects people differently (with some commonalities, of course) are also not known at this time.

What makes it complicated:

  1. Autism Spectrum Disorder (ASD) is a group of lifelong neurodevelopmental disorders and not one specific disorder.
  2. ASD likely has some genetic complicated component. That is, the predisposition for ASD is passed down from family members to the following generations. Scientists are unsure what gene or combination of genes is involved in ASD. Furthermore, it is currently believed that a gene or combination of genes can account for 30-40% of autism diagnoses.
  3. The majority of scientists believe that there is some environmental trigger or triggers that influence the ASD genes to express themselves. Whether this happens before conception, during pregnancy, or after birth is the subject of much scientific inquiry and discussion.

Autism Spectrum Disorder (ASD) is a complex developmental condition that affects individuals in various ways. Difficulties in social interaction, communication challenges, and repetitive behaviors characterize it. While researchers have made significant progress in understanding autism, the exact causes and mechanisms of how it happens remain largely unknown.

As autism rates continue to rise, the scientific community is increasingly focused on understanding the factors associated with autism. While the exact etiology of autism remains unknown, research continues to explore the biological risk factors.

Table of Contents

So, the answer to how autism happens is complicated. It is likely tied to genes (carrying a gene or some combination of genes) with some environmental trigger early in life (e.g., parental age, maternal health, complications during birth, chemical exposure, or illness.

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Causes of Autism: Genetic Risk Factors

Autism Spectrum Disorder (ASD) is primarily a neurodevelopmental condition with a strong genetic component. While the exact cause of autism remains complex and multifactorial, research continues to highlight the significant role that genetic risk factors play in the development of ASD.

Key Genetic Conditions Associated with Autism

Certain genetic disorders have been strongly associated with a higher likelihood of developing autism. These include:

  • Fragile X Syndrome: A leading inherited cause of intellectual disability. Approximately 0.5% of individuals with ASD have Fragile X syndrome.
  • Rett Syndrome: A rare genetic neurological disorder affecting mainly females. Around 4% of girls with autism are diagnosed with Rett syndrome.
  • Tuberous Sclerosis Complex (TSC): A rare condition that causes benign tumors in various organs. TSC is linked to increased rates of autism.
  • Down Syndrome: Although less commonly linked, individuals with Down syndrome can also exhibit ASD traits.

A family health history of ASD increases the likelihood of having a child with ASD or having ASD oneself. If a child has ASD, the chances of having another child with ASD are higher, especially if there is a daughter with ASD or multiple children with ASD. Other family members are also more likely to have a child with ASD.

Hereditary Risk and Family History

Family history plays a crucial role in autism risk. Studies have shown:

  1. If one child is diagnosed with ASD, the likelihood of having another child with ASD increases.
  2. Families with multiple children with autism, especially daughters, are at higher risk of recurrence.
  3. Siblings and extended family members of individuals with ASD are more likely to have neurodevelopmental differences or diagnoses.

Knowing your family’s health history of ASD can help your child’s doctor provide better care. The doctor may closely monitor your child for early signs of ASD and refer them to a specialist for further evaluation. Signs of ASD can sometimes be noticed in children 18 months or younger when they are closely monitored. A developmental specialist usually makes a reliable diagnosis around 2 or 3 years of age. Early diagnosis leads to more effective treatment for ASD. A diagnosis of ASD is also essential for tailoring a child’s education once they start school. This is when LeafWing can help your child with autism be prepared for a school setting.

Early Diagnosis and Genetic Screening

Early diagnosis is essential for effective intervention. Signs of autism can sometimes be observed as early as 18 months of age. However, a reliable diagnosis is typically made between ages 2 and 3 by a developmental pediatrician or clinical psychologist.

Genetic testing is often recommended as part of an early diagnostic evaluation. The most commonly used test is:

  • Chromosomal Microarray Analysis (CMA): The chromosomal microarray is the most frequently ordered test for individuals with ASD. This test examines chromosomes to identify any additional or missing sections that could be responsible for ASD. CMA identifies a genetic cause in 5% to 14% of individuals who undergo the test.

In addition, children with ASD should be checked for genetic disorders that can cause ASD, including the following:

  • Fragile X syndrome: This disorder is one of the most common causes of intellectual disability. Fragile X syndrome affects about 1 in 7,000 males and about 1 in 11,000 females. About 0.5% of people (1 in 200) with ASD have fragile X syndrome. Testing for Fragile X syndrome is recommended for all people with ASD.
  • Rett syndrome: This disorder mainly affects females. About 4% of females with ASD have Rett syndrome. Rett syndrome testing should be considered for females with ASD.

If CMA and genetic testing are unable to identify a cause for ASD, medical professionals may suggest Whole-Exome Sequencing. This type of gene testing focuses on identifying changes in the DNA that provide instructions for protein production. Whole-Exome Sequencing has been found to determine a cause in 8% to 20% of individuals with ASD who have undergone this test.

Why Genetic Testing Matters

Understanding the genetic basis of autism can:

  • Guide personalized intervention strategies.
  • Identify other medical conditions that may need monitoring.
  • Inform family planning decisions.
  • Help tailor educational support for your child’s unique needs.

At LeafWing Center, we collaborate with families and clinicians to support early diagnosis and prepare children with autism for successful integration into school environments.

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How does autism happen

Causes of Autism: Environmental Risk Factors

Progress has been made toward understanding different environmental risk factors, and the most apparent evidence involves events before and during birth, such as:

Increased risk

  • Advanced parental age at the time of conception (older father)
  • Prenatal exposure to air pollution or certain pesticides
  • Infections (e.g., rubella, cytomegalovirus, and influenza)
  • Maternal obesity, diabetes, or immune system disorders
  • Extreme prematurity or very low birth weight
  • Any birth difficulty leading to periods of oxygen deprivation to the baby’s brain
  • Multiple pregnancies (twin, triplet, etc.)

However, these factors alone are unlikely to cause autism. Instead, they appear to increase a child’s risk of developing autism when combined with genetic factors. At this time, nothing is conclusive. More research is necessary to understand the role of environmental factors better.

Presently, we do not suspect that environmental triggers can influence ASD to begin in adulthood, so it seems logical that there must be some relationship between a young, developing brain and susceptibility to the above-mentioned environmental factors.

Decreased risk

  • Prenatal vitamins containing folic acid before and at conception and through pregnancy

Myths about what causes autism

  • MMR Vaccines (measles, mumps, and rubella)
  • Parenting and neglect

Each family has a unique experience with an autism diagnosis, and for some, it corresponds with the timing of their child’s vaccinations. At the same time, scientists have conducted extensive research over the last two decades to determine whether there is any link between childhood vaccinations and autism. The results clearly show that there is no correlation between vaccinations and autism.

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New findings about autism

While we’ve made progress in unlocking the mysteries of autism through research, there are still countless layers waiting to be unraveled in the complex web of factors that shape this unique neurotype. Delving into the depths of autism research, scientists are exploring a multitude of factors, such as unique neurotypes, genetic variations, gut biome imbalances, and intricate neurological components that may play a role in this complex condition.

We have to remember that autism itself is not labeled as something to be “treated” or “cured.” We need to focus on supporting autistic people to live good lives. Promising therapies focus on helping by figuring out goals and working on achieving those goals.

If you have concerns about your child or teen, LeafWing can arrange a consultation so you can explore options with an expert. We invite you to call or email us at 888.436.2532 or info@leafwingcenter.org to set up an initial Parent Consultation appointment. HIPAA chat services are available now.

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Related Glossary Terms

  • Autism Spectrum Disorder
  • Bio-Medical Approach
  • De Novo Mutations: Genetic alterations that are present for the first time in one family member due to a mutation in a germ cell of one of the parents or in the fertilized egg itself.
  • Cytokines: Small proteins released by cells that have a specific effect on interactions and communications between cells, often in immune responses.
  • Microbiota: The community of microorganisms, including bacteria, viruses, and fungi, that inhabit a particular environment, such as the human gut.

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Strategies 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

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?

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?

What not to do with a child with autism

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Oftentimes it is suggested what to do with a child with autism. However, equally as important is what not to do. It is necessary to know and understand what not to do in order to be able to provide the best environment for a child with autism.

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

Here are some key areas that this article will cover:

Let LeafWing professionals educate you and your child on some key components and techniques when raising a child with autism to reach their full potential.

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Don'ts of Autism

What not to do with discipling a child with autism

It can be hard to know what to do and not do in terms of discipline with a child with autism. Their development is different from their neurotypical peers so it is vital to make the distinction.

  • Do not punish for typical autistic behaviors. Stimming, meltdowns from overstimulation, and spams are all behavior they cannot control. They are part of a normal every day for a child with autism.
  • Do not be confusing in your reasoning. When explaining to a child with autism a reason for the consequence, use clear logic they can understand. Avoid things like metaphors, hypothetical scenarios, and complex vocabulary.
  • Do not use punishments that are not age/developmentally appropriate. Use consequences to help your child grow and learn. Behavior is a form of communication. Learn what your child is trying to communicate and help them better communicate that next time with positive action.

Children with autism may not fully grasp traditional discipline methods or the consequences of their actions in the same way as neurotypical children. As a parent, this can be frustrating, but it’s crucial to avoid physical or verbal punishment, as it can be harmful and counterproductive. Instead, focus on responding to your child’s behavior with patience, clarity, and gentleness.

All children, including those with autism, learn through imitation, so model the calm and understanding responses you want them to adopt. Consistency is key—when discipline is delivered with love and a desire to guide rather than punish, it fosters trust, security, and more positive outcomes.

What not to do with tasks for a child with autism

What not to do with tasks for a child with autism

Children with autism are able to complete tasks and chores similar to other children. These are necessary to help them become independent and learn essential life skills. Practice tasks with Forward Chaining or Backward Chaining methodology. Use the method that your child feels more comfortable with.

  • Do not have too many expectations. Have a few clear expectations for a child to be able to remember and follow.
  • Do not only have verbal instructions. Many children with autism are visual learners. Therefore, provide both words and pictures. For example, a picture of a toothbrush with toothpaste on it to remind them to brush their teeth.
  • Do not make them do less just because they have autism. Children with autism are just as capable as their peers. They may need a little more help when completing a task but they can still do it. Holding a child back from their full potential will only hurt them in the long run.

Remember at the LeafWing Center your ABA therapist can put together an Acquisition Skill Plan to help hone in on a skill that needs to be refined to help your child progress in basic analysis tasks like getting dressed, brushing teeth, or combing their hair.

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What not to do when interacting with a child with autism

What not to do when interacting with a child with autism

People can often feel awkwardness or uneasiness when interacting with a child who has autism. However, there are just a few key concepts to remember for the interaction to easily go smoothly.

  • Do not get into their personal space. Many children with autism do not like to be touched especially when it’s unexpected. Give them their space.
  • Do not only see them as a child with autism. Autism is part of their identity but it is not their whole identity. When interacting with a child with autism, treat them like you would treat anyone else with kindness.
  • Do not beat yourself up over making a mistake. As a parent of a child with autism (and just a person in general), you are going to make mistakes. So, give yourself grace, apologize, and move on.

Helping children with autism develop strong communication skills is essential for unlocking their full potential. There are many different approaches, but the most effective programs start early—ideally during the preschool years—and are tailored to the child’s age, needs, and interests. These programs should focus on both communication and behavior, using positive reinforcement to encourage progress and build confidence.

Most children with autism thrive in structured, specialized programs that provide consistency and clear expectations. Parental and family involvement is crucial, as integrating these strategies into the child’s daily life helps reinforce learning and promotes meaningful growth. When caregivers actively participate, children receive the support they need in a familiar and nurturing environment.
Autism Feeding Issues

What not to do during meal time with a child with autism

Meal times can be a stressful time for everyone in a household that has a child with autism. With all the different textures and flavors, it can be intimidating. Children with autism have an increased likelihood of possessing food sensitivities. Both food allergies and food intolerances are common in children with autism. These children are twice as likely to have some type of food sensitivity. Refer to your pediatrician about any food allergies with your child .

  • Do not make choices for them. Allow a child with autism to make choices for themselves within reason. This will give them the confidence and independence to do it on their own next time.
  • Do not yell at them. For any child, this can be overwhelming but for a child with autism, this increase in sound can trigger a meltdown. Additionally, it doesn’t help fix the situation in the end.
  • Do not rush or pressure them. Eating and meal times can be a very difficult time for a child with autism. Allowing them to go at their own pace and providing a safe environment for the child is a necessity.

LeafWing Center can work with you to design a plan for autism feeding issues that you may be facing with your child. Our ABA therapists are trained in creating personalized plans that match your child’s ability levels. ABA therapists are trained to address the behavior. If you are concerned about the health and wellness of your child then you need to contact your physician.

Key Takeaways

  1. Avoid Punishing Typical Autistic Behaviors: Behaviors such as stimming, meltdowns due to overstimulation, and spasms are often beyond the child’s control and should not be met with punishment.
  2. Communicate Clearly and Avoid Complex Reasoning: When explaining consequences, use straightforward logic that the child can understand, steering clear of metaphors, hypothetical scenarios, and complex vocabulary.
  3. Set Manageable Expectations: Avoid overwhelming the child with too many expectations. Instead, establish a few clear and achievable goals to help them remember and follow through.
  4. Provide Visual Instructions Alongside Verbal Ones: Since many children with autism are visual learners, complement verbal instructions with visual aids, such as pictures, to enhance understanding.
  5. Do Not Limit Their Potential Due to Autism: Recognize that children with autism are as capable as their peers. While they may require additional support, it’s important not to hold them back from reaching their full potential.

By avoiding these actions, parents, caregiver,s and educators can create a more supportive and effective environment for children with autism.

Having a child with autism is a learning process for everyone. You as a parent are going to be constantly learning the new and best way to help your child with autism navigate new experiences with the world around them. There is no one-size-fits-all when it comes to the approach of developing a child, alone a child with autism. Learn from these ‘What Not to Dos’ and adjust your approaches with your child.

LeafWing Center has professional BCBA therapists that can help you and your child navigate through the stages of development as your child grows. Call us today to see how we can help!

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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?

Autism communication strategies

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

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

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Autism communication strategies

Interventions to improve communication with autistic children

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

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

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

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

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

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

Key benefits of ABA therapy include:

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

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

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

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

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Autism communication strategies: Visual supports

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

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

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

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

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

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

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Augmentative and alternative communication (AAC)

Autism communication strategies: Augmentative and alternative communication (AAC)

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

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

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

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

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

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Autism communication strategies: Guidelines for nonverbal autistic children

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

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

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

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Autism puzzle

Autism communication strategies: How ABA therapy can help

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

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

Key Takeaways

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

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

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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

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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?

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?