Tag Archive for: autism

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.

What’s Inside:

Request More Information

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.

Contact Us

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.
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 [email protected].

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.

What’s Inside:

Request More Information

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.

Contact Us

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.
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 [email protected].

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.

Topics Covered:

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.

Request More Information

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 [email protected].

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 Spectrum Disorder

Can Autism Spectrum Disorders Get Worse?

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Autism spectrum disorder is a complex, lifelong developmental disability that typically appears during early childhood and can impact a person’s social skills, communication, relationships, and self-regulation. Autism is defined by a certain set of behaviors and is a “spectrum condition” that affects people differently and to varying degrees. While there is currently no known single cause of autism, early diagnosis helps a person receive the support and services that they need, which can lead to a quality life filled with opportunity.

In the U.S., about 1 in 54 children has been identified with autism spectrum disorder (ASD), with four times as many boys with ASD as girls. It is in early childhood where autism is most typically diagnosed. It is also the best time for an intervention with autism therapy services, including applied behavior analysis (ABA) therapy.

Let’s dive in:

Studies have indicated that, left untreated, the symptoms associated with autism may worsen over time. LeafWing Center can help by providing treatment to your child diagnosed with autism spectrum disorder through its ABA therapy program.

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Start ABA therapy to prevent your child's autism from getting worse

Starting ABA therapy to prevent your child’s autism from getting worse

Can the symptoms that define an autism spectrum disorder (ASD) diagnosis get worse? The answer is yes, but with the right ABA therapy provider, the symptoms can get better.

For families that are just now starting their ABA-based therapy services at home and/or in a school setting, it is crucial to identify what these symptoms or difficulties are exactly. Upon identifying, assessing, planning, and implementing proper treatment programs, the ABA services can directly or indirectly address these symptoms. With the proper guidance of a BCBA, a sound, comprehensive treatment plan may facilitate gains over a targeted amount of time.

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

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

Autism is not cured once the goals of an ABA-based therapy program are met or exceeded. In fact, no cure exists for autism spectrum disorder, and there is no one-size-fits-all treatment. The goal of treatment is to maximize your child’s ability to function by reducing autism spectrum disorder symptoms and supporting development and learning. ABA therapy promotes the learner’s ability to function and reduces the severity or impact of the learner’s symptoms.

Some children may need six to twelve months of ABA-based services, while others may need the services for a more extended time. Irrespective of whether the services are needed for a relatively short time or on an ongoing basis, one of the greatest benefits of the therapy is that the parents/caregivers are given proper training so that the family may maintain and continue to generalize their child’s learned skills from the services, with or without the services from the ABA therapy team. Equally important is the parents’/caregiver’s ability to generalize their own skills when presented with similar situations that their child may face in the near future and again in the absence of an ABA team.

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ABA therapy used for ASD

Untreated autism spectrum disorder symptoms worsen over time

There are some conflicting studies about autism and the prevalence of symptoms over time. That said, as with any symptom, untreated autism spectrum disorder symptoms will get worse over time. It is essential, then, for families who have not yet received any prior ABA-based services to seek ABA therapy services to begin the process of managing the symptoms and reducing the learner’s undesirable behaviors. Early interventions have proven most effective in the treatment of autism. Those early interventions give children the best start possible and the best chance of developing to their full potential. The sooner a child gets help, the greater the chance for learning and progress. Recent guidelines suggest starting an integrated developmental and behavioral intervention as soon as ASD is diagnosed or seriously suspected.

Key Takeaways:

  1. Untreated Symptoms May Intensify Over Time: Without intervention, symptoms associated with Autism Spectrum Disorder (ASD) can become more pronounced as time progresses.
  2. Early Intervention is Crucial: Implementing early interventions, particularly those based on Applied Behavior Analysis (ABA), has been shown to be highly effective. Initiating therapy promptly offers children the best opportunity to develop to their full potential.
  3. Ongoing Support May Be Necessary: Even after initial ABA therapy, some families may encounter new challenges as their child grows older. Seeking additional ABA services can help address evolving needs effectively.
  4. Parental Involvement is Essential: Caregivers play a pivotal role in generalizing skills learned during therapy. Their active participation ensures that strategies are effectively applied in various situations, especially in the absence of the ABA team.​

Families who previously received ABA therapy services may find themselves in a future position where they are having difficulty addressing the behaviors of their now older learner. Those families need to seek out ABA therapy services again to address their child’s more current needs effectively.

How LeafWing Can Help

​At LeafWing Center, we understand the complexities of Autism Spectrum Disorder (ASD) and the importance of individualized care. Our team of dedicated professionals specializes in Applied Behavior Analysis (ABA) therapy, an evidence-based approach proven to enhance learning and promote independence in children with autism. ​

With over 20 years of experience, we have assisted thousands of families, gaining invaluable insights into the unique challenges faced by individuals with developmental disabilities. Our comprehensive programs address various aspects of a child’s life, from home to school, ensuring that every area of difficulty is met with targeted interventions. ​

We recognize that each child’s journey is unique. Our Board Certified Behavior Analysts (BCBAs) collaborate closely with families to develop personalized treatment plans that focus on specific areas requiring attention. This collaborative approach ensures that strategies are effectively applied across different settings, fostering consistency and maximizing progress. ​

In addition to in-person services, LeafWing Center offers Telehealth options, providing real-time video consultations that reduce travel time and allow families to access necessary support from the comfort of their homes. This flexibility ensures that therapy remains consistent and accessible, regardless of circumstances. ​

Our commitment extends beyond therapy sessions. We strive to empower caregivers with the knowledge and tools needed to support their child’s development effectively. By fostering a collaborative environment, we aim to help children with autism reach their full potential and lead more independent, fulfilling lives.

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Related Glossary Terms

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Assessment Tools

Podcasts

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 [email protected].

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 [email protected].

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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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 [email protected].

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:

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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 routine. A routine makes 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 unsent uncertainty in their environment. These types of students are often overwhelmed by sensory stimuli. Therefore, an overload of sensory 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 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 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 unique 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.

At LeafWing Center, we understand that each student with autism has unique needs in the classroom. Our team is dedicated to implementing effective strategies that provide structure and teach a variety of skills across content areas in natural and traditional classroom settings. By focusing on assignment notebooks, establishing consistent routines, creating structured environments, and ensuring clear communication, we aim to decrease anxiety and promote success for students with autism. Our goal is to facilitate a smooth transition into the classroom, ensuring that the strategies established by our ABA therapists are reinforced and supported by educators. Together, we can create a supportive learning environment that empowers your child to thrive.

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Father and son are doing the dishes

Why Is Following Through Important When Giving Instructions

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

Key areas to help navigate follow-through

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Mom and daughter laughing on the countertop

Defining Follow-Through

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

Realistic Expectations of Follow-Through

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

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

A father teaching son how to tie a tie

Examples of Follow-Through

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

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

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

Which scenario would work best?

Scenario #1:

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

Scenario #2:

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

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

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Father and son are doing the dishes

Tips when implementing follow-through with autistic children

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

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

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

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Glossary Terms

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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 [email protected].

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?

Who can provide ABA therapy?

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Applied Behavior Analysis (ABA) therapy is an evidence-based scientific technique effective in treating individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities. In general, ABA therapy relies on respondent and operant conditioning to change or alter behaviors of social significance. The ultimate goal of ABA therapy is for the learner to gain independence by learning and developing new skills. Most experts consider ABA to be the gold-standard treatment for children with autism spectrum disorder. The professional ABA therapists at LeafWing Center will provide you and your child with what you need to get started with ABA therapy to ensure your child receives the highest quality autism care. The LeafWing Center is a premier provider of ABA therapy.

At LeafWing Center, we can help answer questions and navigate the treatment process, depending on the child’s needs. Our therapists are experts in ABA therapy, proven to help children with autism. In this article, we will explain:

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Who can provide Applied Behavior Analysis Therapy?

Applied Behavior Analysis (ABA) therapy is typically provided by Board Certified Behavior Analysts (BCBAs), Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), and paraprofessionals.

A BCBA is a person who has met the educational and professional training requirements established by the Behavior Analysis Certification Board. A BCBA will typically hold a Master’s degree in Psychology, Child Development, or a related field. Some BCBAs may also hold a doctoral degree in one of these fields and are referred to as BCBA-Ds (doctorate-level BCBAs). The primary duties of BCBAs include conducting clinical assessments, establishing skill-based and behavior goals, updating and modifying treatment goals, conducting parent and caregiver training, supervising Registered Behavior Technicians and BCaBAs, ensuring the ABA program is implemented correctly and effectively, and writing progress reports required by funding sources.

The role of the assistant behavior analyst

A BCaBA (assistant Behavior Analyst) works under the supervision and direction of a BCBA and has similar duties as a BCBA. A BCaBA is also certified by the Behavior Analysis Certification Board and has met the necessary training and education requirements. A BCaBA will typically hold a Bachelor’s degree in the field of Psychology, Child Development, or a related field.

The role of the Registered Behavior Technician

As stated by the Behavior Analysis Certification Board, an RBT is a person who practices under the close, ongoing supervision of a BCBA, BCaBA, or BCBA-D. The Registered Behavior Technician is primarily responsible for directly implementing ABA services. This person typically works 1:1 with an individual in designated treatment settings (home, school, clinic, etc.) RBTs must be over 18 years old, possess at least a high school diploma, go through a designated training program, and pass other eligibility requirements. RBTs do not conduct assessments or create treatment programs, however they implement the treatment program designed by a Behavior Analyst and collect data on progress.

Leafwing Center’s ABA therapy for autism: Getting started

LeafWing Center’s ABA therapy for autism: Getting started

Ordinarily, obtaining an individual’s diagnosis report is the first step in the ABA therapy process. Diagnosing autism spectrum disorder (ASD) can be difficult because there is no simple medical test, like a blood test, to diagnose the disorder. Doctors look at the child’s developmental history and behavior to make a diagnosis.

ASD can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable. Many children do not receive a diagnosis until they are much older. Others are still not diagnosed until they are adolescents or adults. The diagnosis is typically conducted by a doctor, such as a psychiatrist, psychologist, or developmental pediatrician. Once the diagnosis is made, a family can move forward with the process of starting ABA therapy. Both the insurance company and the treatment provider will require a copy of the diagnosis report. LeafWing Center will ask for a copy of the diagnosis report at the initial assessment as the first step in starting ABA therapy.

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ABA therapy providers and authorizations for treatment

The next step in the process is for the learner to get authorization from their respective insurance company. The treatment of individuals diagnosed with Autism Spectrum Disorder (ASD) is generally covered by insurance, but the coverages vary greatly. All 50 states now have mandates that require some level of insurance coverage for the treatment of autism. It is best to speak directly with your medical insurance provider when starting ABA therapy to determine the specifics of your family’s coverage (e.g., copays, coinsurance, deductibles, maximums) and to ensure that your insurance covers ABA therapy. LeafWing Center will work with you and your family to determine whether your insurance covers ABA therapy.

Medi-Cal and Medicare cover all medically necessary behavioral health treatment services for beneficiaries, including children diagnosed with ASD. Applied Behavior Analysis is an evidence-based and effective treatment for individuals with ASD, so it is considered a covered treatment when medically necessary.

Additionally, some families opt to pay for ABA services out-of-pocket. LeafWing Center will review ABA therapy costs with a family starting ABA therapy.

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Selecting a provider to start ABA therapy

The next step in starting ABA therapy is to select a well-qualified provider. LeafWing Center, based in southern California, is recognized for its excellence in providing ABA therapy to individuals diagnosed with autism.

Once you have decided to select LeafWing Center as your ABA therapy service provider, we will coordinate completing the required paperwork and work to obtain the necessary authorizations from your provider. From there, the initial assessment of the learner will be scheduled and completed. A BCBA (Board Certified Behavior Analyst) or qualified Program Supervisor will be in contact with you to arrange times for interviews with parents/caregivers and observations of your loved one to 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 the learner. This process is referred to as the Functional Behavior Assessment (FBA).

After the assessment is complete and your funding source has provided authorization for ABA services, a treatment team will be assigned for your child. This team will include a Supervisor (typically a BCBA) and one or several Behavior Technicians.

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Starting ABA therapy and getting to know your treatment team

Starting ABA therapy and getting to know your treatment team

You can typically expect Behavior Technicians to work one-on-one with your child. The length of these sessions may vary based on your availability and schedule. Still, it is typical for in-home or in-clinic sessions to last about 2-3 hours (sometimes more or less, depending on individual factors). Expect to receive a coordinated schedule of services before the beginning of each month.

These sessions are where skill acquisition goals are targeted, and the Behavior Intervention Plan (BIP) is implemented. The skill acquisition goals will be identified during the assessment process before ABA therapy is started. These goals may include skills in socialization, play, communication, academics, and other domains.

An ABA therapy program is highly customizable.

  • ABA therapy is adaptable to meet the needs of each unique person
  • Therapy can be offered in multiple settings – at home, at school, and in the community
  • Teaches practical skills that have application in everyday life
  • Can be offered either in one-to-one or group instruction

Particularly at the beginning of the ABA therapy program, rapport building between the learner and the therapy team is essential. The staff assigned to work on your child’s team should strive to build a positive relationship with your loved one. Not only is this rapport-building important at the beginning of services, but it should also be maintained throughout the duration of the program. Therefore, families can expect the first couple weeks of ABA therapy to include a lot of play and conversation with their child. Simply put, your child should feel comfortable and have fun with the Behavior Technicians. This helps ensure that your child associates positive experiences with the Behavior Technicians. This also helps with learning rates and ultimately produces more desirable outcomes.

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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 [email protected].

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?

self-contained classroom setup

Classroom Boundary Markers for Autistic Students

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Boundary markers for autistic students are essential environmental supports that help clarify expectations and minimize confusion in the classroom. Children with autism thrive in a structured and predictable environment. Implementing boundary markers for autistic students helps establish routines early on and maintains consistency. In a world that is constantly changing, these routines provide comfort and support to students on the autism spectrum.

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What is a boundary marker?

Boundary markers for autistic students are physical or environmental supports that help those with autism spectrum disorder (ASD) understand expectations for various activities and settings. Boundary markers can be either:

  1. Color-Coded Areas use different colors to signify various activities within the same space or,
  2. Sectioned-Off Areas indicate where students should be during activities promoting organization and focus or a combination of both.
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boundary markers

Examples of boundary markers

Some common, effective examples of boundary markers include:

  1. Visual Cues: Implement pictures, charts, or timers to signal when a boundary is established, aiding comprehension for autistic students.
  2. Colored Tape or Rugs: Use colored tape or rugs to delineate specific areas on the floor, guiding students on where they should be.
  3. Name Tags: Employ name tags or tape to designate seating arrangements, making it clear where each student is expected to sit.
  4. Colored Tablecloths: Utilize colored tablecloths to differentiate between various activities when multiple tasks are being conducted in the same space.
  5. Break Cards: Provide break cards that allow students to request a pause from activities, tasks, or social interactions, empowering them to manage their needs.
  6. Line-Up Markers: Use visual floor markers to help students remember where to stand when lining up, promoting organization and structure.
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classroom boundary markers

Boundary Marker for Autistic Students Best Practices

Educators and specialists agree on several strategies when creating boundary markers as part of a learning environment for autistic students.

To further assist autistic students in navigating boundaries, consider these best practices:

  • Clear Communication that focuses on necessary tasks: Use simple language to ensure instructions are easily understood. Prioritize what needs to be accomplished, aiding clarity for students.
  • Consistent Rules: Maintain stable rules and consequences to foster a predictable environment.
  • Set Outer Limits: Clearly define the boundaries within which students can operate.
  • Respect Personal Space: Be mindful of personal boundaries, which can greatly benefit autistic students.
  • Social Stories and Role-Playing: Incorporate social stories and role-playing to prepare students for different scenarios.
  • Positive Reinforcement: Encourage and reinforce positive behavior to motivate students.
  • Modeling Behavior: Demonstrate appropriate behavior to provide a clear example for students to follow.
  • Flexibility: Be willing to adjust boundaries as needed to accommodate individual student needs.
  • Involve Students: Engage students in boundary-setting to promote understanding and ownership.
  • Create Household Goals: Establish goals for the entire household to foster consistency.
  • Allow Time for Learning and Growth: Provide students the time they need to adapt and thrive within established boundaries.

When boundaries and markers begin to show effectiveness with students with ASD, rewards for appropriately following the supports should be utilized. That is, when a student correctly follows them, they should be provided with social praise or other types of rewards.

self-contained classroom setup

Boundary Markers in a Self-Contained Classroom

When considering boundary markers for autistic students, incorporating best practices in a self-contained classroom allows educators to design the space with the specific needs of these students in mind. This more intensive educational environment helps personalize learning while increasing social interaction and creating a sense of belonging for students with diverse needs.

A self-contained classroom is generally explained as a classroom for special learners in which all members are students with special needs. The classroom may be part of a general education school building or a separate facility for students with special needs. Some classrooms operate as fully self-contained and have students stay in the room for the entire day. On the other hand, other self-contained classroom models have instruction in the room but then go to lunch, specials, recess, etc., with their general education peers.

Self-contained classes usually have no more than ten students and are typically led by a certified teacher. Students in the class are often assisted by a Para-educator who is also there to provide additional support during instruction. These classes enhance students’ ability to learn by limiting the class size and addressing their special needs with smaller groups, individualized instruction, and a flexible but nurturing environment.

When preparing a self-contained classroom, the following strategies help incorporate boundary markers for autistic students:

  • Structure Your Day: Children with autism thrive in a structured and predictable environment. Establish routines early and maintain consistency. Clearly define routines and review them daily. If deviations from the schedule are necessary, provide warnings as soon as possible to help students adjust.
  • Use Visuals: A picture speaks a thousand words! Incorporate visuals whenever possible, as they greatly enhance learning for autistic students. Use visuals to illustrate what to expect during activities such as getting on the bus, arriving at a destination, planning activities, and returning to school. Whenever possible, provide written instructions instead of verbal, highlighting, or underlining important text for emphasis.
  • Implement Schedules: Students with autism appreciate order and detail, feeling more secure when they know what to expect. Using schedules helps students understand what lies ahead. Picture schedules are particularly effective, as they allow students to visualize actions. Schedules can be broad or detailed, catering to individual needs. Some students may require a personal daily schedule, while others may only need a classroom schedule.
  • Minimize Distractions: As you set up your classroom, consider seating arrangements for your autistic students. Avoid placing them near windows, hallways, or high-traffic areas that may cause distractions. Aim to seat them where they have an unobstructed view of your teaching. Assess classroom walls for any distracting elements and remove anything that doesn’t support learning.
  • Create a Calming Space: Stress, anxiety, and misunderstandings can arise in any classroom situation. Prepare by establishing a calming area for your autistic students. This space doesn’t need to be large; a small corner with a chair or beanbag, noise-canceling headphones, and fidget toys can be effective. Practice using this area when the child is calm and happy, and encourage its use during tasks that may cause frustration.

Implementing classroom boundary markers for autistic students is a crucial strategy for creating a supportive and effective learning environment. By clearly defining spaces within the classroom, educators can help these students navigate their surroundings with greater confidence and ease.

LeafWing Center emphasizes the importance of understanding the unique needs of autistic individuals and offers practical strategies for incorporating boundary markers effectively. Please contact us today to see how we can help.

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Related Glossary Terms

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Social Stories and Autism

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

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

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

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Teacher reading a book to her kindergarten class

What Are Social Stories?

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

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

In practice, social stories are characterized as follows:

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

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

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Goals of Social Stories

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

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

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

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

Social Stories for students with autism

Components of Social Stories

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

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

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

How to Write Social Stories

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

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

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

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

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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 [email protected].

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?