a young boy holding a analog clock

Using Time Warnings To Help Students With Autism

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Time warnings are a powerful tool to help students with autism navigate daily transitions with greater ease and confidence. Whether it’s moving from playtime to lunch or shifting between classrooms, transitions can be one of the most challenging parts of the day. For many autistic students, the sudden end of a preferred activity or the uncertainty of what comes next can trigger anxiety, resistance, or emotional distress. These moments aren’t just inconvenient—they can disrupt learning, relationships, and a child’s sense of safety.

Because students with autism often thrive on routine and predictability, introducing time warnings can gently prepare them for change. When used consistently, time warnings foster flexibility, reduce stress, and support smoother transitions across environments and tasks.

In this post, we’ll explore:

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Using time warnings to help students with autism

Is it time? Do I need to get ready to go to my next class?

What are time warnings?

Time warnings are a frame of reference for students with autism to process how much time is left in an activity. Time warnings are actual timers or time limits being set to aid students with autism in transitioning either from activity to activity, environment to environment, or activity to reward. Without these time warnings, students with autism can be very distraught when it’s time to move and this can cause undesired behavior to occur. Time warnings can be used in addition to and with visual schedules as well as star charts. Time limits can be listed next to the item on visual schedules so that students with autism can set their own timer for the activity.

Why use time warnings

Time warnings are more than just countdowns—they’re proactive tools that support emotional regulation, executive functioning, and behavioral stability in students with autism. Transitions can be overwhelming, especially when they’re abrupt or unpredictable. For autistic learners, the shift from one activity to another often involves processing multiple changes: sensory input, social expectations, and task demands. Without adequate preparation, these moments can lead to anxiety, resistance, or behavioral escalation.

By introducing time warnings, caregivers and educators give students a chance to mentally and emotionally prepare for what’s coming next. This simple strategy helps reduce the cognitive load and creates a sense of control and predictability. It’s not just about avoiding meltdowns—it’s about building trust and teaching flexibility over time.

ABA therapists often use time warnings as part of antecedent strategies to reduce transition-related stress and teach flexibility.

From an ABA perspective, time warnings fall under antecedent modification—a technique that adjusts the environment before a behavior occurs. Instead of reacting to a challenging moment, we shape the conditions to prevent it. Time warnings act as gentle cues that signal change is coming, allowing students to shift gears more smoothly and with less distress.

When paired with visual schedules, auditory cues, and consistent routines, time warnings become part of a larger framework that fosters independence, emotional resilience, and success across settings.

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Using time warnings to help students with autism

How to use time warnings with students with autism

Using time warnings effectively takes consistency, patience, and practice. It’s not a one-time fix—it’s a skill that builds over time. The goal is to help students anticipate change, not fear it.

One way to make the process smoother is to involve the student in setting the timer. Whether it’s a large visual clock at home or a classroom timer, giving them control over the countdown helps build awareness and ownership. When students know a transition is coming, they’re better prepared to shift gears—emotionally and cognitively.

Abrupt transitions can feel jarring, especially if a student is deeply engaged in an activity they enjoy. Without enough time to process the shift, they may feel overwhelmed or resistant. Time warnings offer a buffer—a moment to adjust, prepare, and feel safe in the change.

Age-Specific Examples

  • Preschoolers:
    Use picture schedules with sand timers (hourglass) and simple phrases like “First blocks, then snack.” Visual cues paired with short verbal reminders help build routine and understanding.
  • Elementary Students:
    Try digital timers alongside verbal countdowns: “Five more minutes of reading, then we’ll clean up.” Pair this with consistent classroom routines to reinforce predictability.
  • Teens:
    Incorporate phone alarms, written agendas, or calendar apps. These tools foster independence while still providing structure. A simple heads-up like “You’ve got 10 minutes until your next class” can go a long way.

No matter the age, the key is to make time warnings part of a predictable rhythm. When students know what to expect—and when—it builds trust, reduces anxiety, and supports smoother transitions throughout the day.

Coupling auditory reminders with time warnings to help students with autism

While a physical timer that beeps when finished is a helpful auditory cue, it’s just one of many sound-based strategies that can support smoother transitions. Pairing auditory reminders with time warnings can reinforce predictability and reduce anxiety for students with autism.

Some effective auditory tools include:

  • A bell or chime
  • Verbal “time left” reminders
  • Natural task-end cues paired with a reward

A bell or soft chime can signal that an activity is ending and it’s time to move on. These sounds are gentle enough to avoid sensory overwhelm, yet distinct enough to catch attention. They work well in both classroom and home settings.

Teachers and caregivers can also use verbal countdowns. Even if a timer is visible, a student deeply engaged in an activity may miss the visual cue. Saying “five minutes left” or “two more minutes” out loud helps anchor their awareness and prepare them emotionally for the shift.

Multiple reminders work best. Repeating time-left cues at intervals creates a steady rhythm that supports processing and reduces the chance of surprise or resistance.

In addition, many activities have a natural ending—like finishing a puzzle, completing a chart, or wrapping up a game. Verbalizing this progression can ease the transition.

For example: “Just two more puzzle pieces, then it’s time for recess.”

This kind of cue not only signals closure but also connects the end of one task to the beginning of something positive, reinforcing motivation and emotional regulation.

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Visual Schedule

Coupling visual cues with time warnings to help students with autism

Many students with autism benefit from visual supports like if/then or first/next charts. These tools clearly show what task comes first and what follows—whether it’s another activity, a reward, or a change in environment.

Because autistic learners often thrive on visual structure, pairing these charts with time warnings can make transitions smoother and more predictable.

Visual cues can also come naturally from the task itself. For example, if a student is working through a stack of cards, watching the pile shrink becomes a visual signal that the activity is nearing its end.

Timers are another helpful visual. Seeing the countdown reinforces the idea that time is passing and a transition is coming. This can reduce anxiety and build trust in the routine.

For students who are sensitive to sound, signing the word “finished” at the end of a task offers a gentle, non-verbal cue that the activity is complete. It’s a respectful way to communicate closure without overwhelming their senses.

Key Takeaways: Using Time Warnings to Support Students with Autism

  • Time warnings ease transitions
    They help students with autism prepare for change, reducing anxiety and resistance during daily shifts in activity or environment.
  • Consistency builds success
    Introducing time limits takes practice and patience, but over time, they can lead to smoother, more predictable days for both students and educators.
  • Promotes student ownership
    Time warnings encourage students to take responsibility for their own transitions, fostering independence and emotional regulation.
  • Pair with visual and auditory cues
    Combining timers with charts, verbal reminders, bells, or natural task-end signals strengthens the effectiveness of time warnings.
  • Practice makes progress
    The more consistently time warnings are used, the more familiar and comforting they become—creating a supportive rhythm for everyone involved.

At LeafWing Center, we understand that every child with autism has unique needs—and that transitions can be one of the most challenging parts of the day. Our experienced ABA therapists are here to guide you in introducing time warnings that are tailored to your child’s environment, communication style, and developmental level.

Whether you’re a parent navigating routines at home or a teacher managing classroom flow, we’ll help you build a personalized strategy that combines visual cues, auditory reminders, and compassionate support. Together, we’ll create smoother transitions and more confident moments—for your child and for you.

Ready to get started? Let LeafWing Center help you build a personalized time warning strategy that fits your child’s unique needs. Call us today to get started.

Call Us at (888) 436-2532

Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Transition strategies for autistic students

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Transition strategies for autistic students can be very beneficial when helping them move successfully from one activity to another. Every student transitions multiple times throughout the school day, and these moments can be especially challenging for those with autism.

Providing autistic students with warnings about the time remaining in an activity offers a helpful frame of reference. It gives them time to mentally prepare for what’s coming next.

Individuals with autism spectrum disorders (ASD) often experience greater difficulty shifting attention from one task to another or adapting to changes in routine. These cognitive adjustments can be overwhelming.

As a result, transitions are frequently accompanied by stress, anxiety, and frustration. Without proper support, these moments can disrupt learning and emotional regulation.

Fortunately, a number of strategies have been developed to assist individuals with ASD, both in preparing for transitions and in supporting them during the shift itself.

The benefits of transition strategies for students with ASD:

  • Reduce the amount of transition time.
  • Increase appropriate behavior during transitions.
  • Rely less on adult prompting.
  • Participate more successfully in school and community outings.

We will dive deeper into this topic and share some valuable information.

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Transition strategies for autistic students

Time to transition to the next classroom

Why incorporate transition strategies for autistic students

Transitions are a large part of any school day as we move to different activities or locations. Studies have shown that up to 25% of a school day may be spent engaged in transition activities, such as;

  • moving from classroom to classroom
  • coming in from the playground
  • going to the cafeteria
  • putting personal items in designated locations like lockers or cubbies
  • gathering needed materials to start working

Some students with ASD may have difficulties associated with changes in routine or environments and may need “sameness” and predictability. These difficulties may eventually hamper one’s independence and limit the student’s ability to succeed in a school setting. Various factors related to Autism Spectrum Disorder may lead to difficulties during transitions.

Additionally, the neuropsychological process known as the ‘Executive Function’ is heavily involved in making transitions. This function helps the brain to shift and reallocate attention and other brain resources when required. In autism, there are often gaps in this system. Because of these gaps, the brain may struggle with stopping one task and transferring attention and other thought processes onto another.

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Transition strategies for autistic students

Different types of transition strategies for autistic students

When deciding which transition strategy to use, you must consider the individual. Usually, verbal cues like “You have 5 more minutes to do your work” are harder for students with ASD to process. Verbal concepts relating to time are hard for them to grasp, especially if telling time is not a strong point for them. Furthermore, it doesn’t allow them enough time to prepare for the transition. Visual transitions seem to work better like:

  1. Visual Timer: A timer that shows in red how much time is left.  When the red indicator is gone, the student needs to transition to the next activity.
  2. Visual Countdown: A list of tasks that are removed until they are gone, which means it is time to transition.
  3. Elements of a visual schedule: An actual schedule so the student can see the sequence of activities that will occur for a given period, enabling them to transition better to the next activity.
  4. Use of Objects, Photos, Icons, or Words: An actual object or a photo of an image or words the student can hold that explains the transition.
  5. Use of Transition Cards: The card represents what the student will be transitioning to next, with a word spelled out or an image of the transition displayed for the student to refer to. These are very helpful concrete learners.
  6. Fixed Container/Box: It is beneficial to have a container in a certain location where the students can put their materials before transitioning to the next location or activity. Furthermore, teaching students to put away materials after completing an activity can function as a natural queue in which one activity ends and another begins.

Concrete cues help answer any questions that autistic students might have about the transition, reduce confusion, and help develop productive transition routines. Learn what cues work best for your student with autism. Team members should examine how the environment and transition strategies work best for autistic students. You may need to use multiple cues to help the autistic student transition more smoothly. Be aware that if an area is too crowded, loud, overstimulating, or averse for some reason, individuals may resist transitioning to that location.

Structure and consistency will help reduce the amount of work that the brain needs to do to make a transition. Keeping materials for upcoming tasks in an easily identifiable and consistent place and keeping the general order of daily tasks consistent can also help make transitions more automatic.

All of these simple yet very effective support strategies are easy to use and help both students and teachers during everyday classroom activities.

Three Key Techniques to Remember with Transition Strategies

One technique that can help an autistic student and the support staff during a transition time is taking the hassle out of the activity. Having the next activity planned and ready to go can help reduce outbursts during transitions. Asking a student to transition and then setting up the activity as they are transitioning will cause the transition to go poorly because then the student has to wait, which is also difficult for students with autism to do.

The second technique to remember is to give warnings. Gentle warnings can aid in a smoother transition. A warning alerts the student that a transition is upcoming so that it does not catch them off guard. Warnings can either be verbal, visual, or both, whatever works best for that particular student. It is important to keep them consistent so that the student associates the warning with a transition each time.

The third technique to remember is to adapt the transition to the child’s activity. For example, work must be completed before a chosen fun activity. Regardless of the adaptation, it is crucial to keep expectations the same. Failing to do so can create confusion and create more challenging behaviors during transition.

Key takeaways to consider:

  • Change one thing at a time
  • Look out for signs of anxiety and dysregulation
  • Give them time to process the change
  • Give adequate planning time
  • Keep supports in place

At LeafWing Center, we specialize in helping children with autism navigate transitions with confidence and clarity. Our ABA therapists are trained in evidence-based techniques that reduce anxiety, foster independence, and create smoother experiences in both classroom and community settings. We work closely with families and educators to ensure that each child’s support plan is consistent, personalized, and effective across environments.

Whether your child is preparing for a new school year, shifting between activities, or adjusting to changes in routine, LeafWing Center is here to guide the way. Our team is committed to empowering autistic students with the tools they need to thrive, one transition at a time.

Ready to learn more? Contact us today to speak with a specialist and explore how our transition strategies can support your child’s growth.

Call Us at (888) 436-2532

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Visual Schedule

Using Visual Supports to Help Students with Autism in the Classroom

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

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

Table of Contents

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

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Visual Schedule

The Benefit of Using Visual Schedules

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

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

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

Practical Tips for Implementing Visual Supports

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

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

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

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

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

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

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

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

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

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Star chart

Star charts help to achieve a desirable behavioral result

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

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

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

Tips for Success:

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

The key takeaways from using visuals to help students with autism

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

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

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

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Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Strategies for autism in the classroom

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

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

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Strategies for autism in the classroom

Autism in the classroom: strategies for success

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

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

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

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

Ways Autism impacts Learning in the classroom

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

Strategies for autism classroom set-up

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

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

Examples of environmental support

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

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

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Sensory activity strategies

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

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

Some sensory activities can include:

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

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

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

Key Takeaways

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

How LeafWing Center Prepares Children for Classroom Success

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

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

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

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

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

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

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Related Glossary Terms:

Other Related Articles:

 

Call Us at (888) 436-2532

 

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Graphic organizers for students with autism

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

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

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

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graphic organizer

Why use graphic organizers

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

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

Types of Graphic Organizers

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

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

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graphic organizer

How do graphic organizers help students with autism?

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

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

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

Graphic Organizers have been known to help:

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

Evidence-Based Effectiveness

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

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

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

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

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

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

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

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

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

Implementation of Graphic Organizers with Autistic Students in a Classroom

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

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

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

Digital and Technological Tools

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

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

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

Complementary Visual Supports

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

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

Tips for Implementing Graphic Organizers

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

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

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

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Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

 

How does autism happen

How Does Autism Happen?

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Causes of autism

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

What makes it complicated:

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

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

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

Table of Contents

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

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Causes of Autism: Genetic Risk Factors

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

Key Genetic Conditions Associated with Autism

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

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

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

Hereditary Risk and Family History

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

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

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

Early Diagnosis and Genetic Screening

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

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

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

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

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

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

Why Genetic Testing Matters

Understanding the genetic basis of autism can:

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

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

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How does autism happen

Causes of Autism: Environmental Risk Factors

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

Increased risk

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

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

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

Decreased risk

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

Myths about what causes autism

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

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

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New findings about autism

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

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

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

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Related Glossary Terms

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

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Strategies to use for the park with your child with autism

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

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

Common Challenges for children with autism at the park

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

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

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

How parents can prepare children with autism for the park

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

Tips on how to prepare:

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

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

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

How ABA Therapy Can Support Park Visits

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

ABA therapy can help your child:

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

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

Meeting Your Child Where They Are

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

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

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

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

Key Takeways:

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

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Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Grocery shopping with your child with autism

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

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

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

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

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Grocery shopping with your child with autism

Preparation before your grocery shopping with your child with autism

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

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

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

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

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

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

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

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

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

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

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Dad and son at the grocery store

Techniques to use while grocery shopping with your child with autism

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

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

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

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

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

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

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

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

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

Assess the grocery shopping with your child with autism experience

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

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

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

Key Takeaways:

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

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

Call Us at (888) 436-2532

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

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 info@leafwingcenter.org.

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Alternative Behavior Examples to Decrease Challenging Behaviors

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

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

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

Here are some key areas that this article will cover:

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Teach Alternative Behavior Solutions

Teach Alternative Behavior Solutions

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

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

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Types of Challenging Behavior in Children

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

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

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

Model Alternative Behavior Examples

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

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

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

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Decrease Challenging Behaviors

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

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

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

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Alternative Behavior Examples to Decrease Challenging Behaviors

Manage Challenging Behaviors

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

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

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

Key Takeaways

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

    Recognizing the specific function helps in selecting appropriate alternative behaviors.

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

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

Get Help Teaching Alternative Behavior Examples

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

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

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Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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