Tag Archive for: Children with Autism

Teaching Action Labels to Children with Autism

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

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

Request More Information

Teaching Action Labels to Children with Autism

What are Action Labels?

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

When should you Start Teaching Action Labels?

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

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

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

Request Enrollment Information

Teaching Action Labels to Children with Autism

Why are Action Labels Important?

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

Contact Us

Common Challenges in Teaching Action Labels

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

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

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

Key Takeaways

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

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

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

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

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

Call Us at (888) 436-2532

 

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Teaching Action Labels to Children with Autism

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

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

Request More Information

Teaching Action Labels to Children with Autism

What are Action Labels?

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

When should you Start Teaching Action Labels?

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

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

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

Request Enrollment Information

Teaching Action Labels to Children with Autism

Why are Action Labels Important?

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

Contact Us

Common Challenges in Teaching Action Labels

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

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

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

Key Takeaways

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

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

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

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

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

Call Us at (888) 436-2532

 

Related Glossary Terms

Other Related Articles

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Traveling with your child with autism

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

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

Request More Information

Traveling with your child with autism

Preparation before traveling with your child with autism

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

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

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

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

What to bring on the trip

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

Traveling with your child with autism: Essential Safety Tips

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

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

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

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

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

Call Us at (888) 436-2532

Traveling with your child with autism

Strategies to use throughout traveling with your child with autism

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

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

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

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

How LeafWing Center Can Help

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

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

Bon Voyage and happy travels!

Contact Us

Glossary Terms

Other Related Articles:

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Pilot talking with a little boy in the airport

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

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

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A pilot talking with a young boy in the airport

Air Travel with Children with Autism: Planning Ahead

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

Here are some strategies to help you prepare effectively:

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

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

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

TSA Notification Card:

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

Passenger Support Specialists:

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

Air Travel with Children with Autism: Preparing Your Child

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

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

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

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

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

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

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

Events are held at major airports such as:

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

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

Booking Flights: Tips for a Better Experience

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

The DPNA Flight Code: Assistance for Passengers with Disabilities

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

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

Day-of Travel: Dos and Don’ts

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

Dos:

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

Don’ts:

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

How LeafWing Center Can Help

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

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

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

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Key Takeaways

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

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

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Glossary Terms

Other Related Articles:

Frequently asked questions about ABA therapy

What is ABA Therapy used for?

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

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

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

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

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

Who Can Benefit From ABA Therapy?

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

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

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

What does ABA Therapy look like?

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

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

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

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

How do I start ABA Therapy?

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

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

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

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

Autism learner

ABA Therapy at Home

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Applied Behavior Analysis (ABA) therapy can be effectively implemented at home with proper planning and guidance, often involving behavior technicians who come to your home at specified times to work with your child. The length of the therapy sessions will be determined based on recommended treatment hours.

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

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ABA Therapy at Home

Considerations of ABA Therapy Services at Home

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

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

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

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

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

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

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

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

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

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

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

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

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Behavior Therapist at In-Home Service

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

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

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

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

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

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

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

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

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

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

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Advantages of ABA Therapy at Home Services for Parents

Advantages of ABA Therapy at Home Services for Parents

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

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

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

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

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Insurance Coverage

How to Get Started

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

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Insurance Coverage for ABA Therapy

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

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

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

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

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

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Unlock your child’s potential! Here at the LeafWing Center, we provide personalized care in the comfort of your own home, allowing us to address crucial skills and behavior strategies within your child’s natural environment. From getting dressed to participating in family mealtime, our experts will help your child thrive independently and quickly generalize their newfound abilities. Say goodbye to simulations and hello to real-life progress!

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?

Observational Learning and Children with Autism

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One of the main obstacles to learning that many children with autism face is a lack of observational learning skills. Observational learning requires the coordination of cognitive functions and the processing of social information. Cognitive functions include the domains of perception, memory, learning, attention, decision-making, and language abilities. We will explore the reasoning behind why children with autism struggle to learn just by using observation.

In this article, we’re going to discuss:

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Child copy the same puzzle

What is observational learning?

Observational learning is a method of learning where individuals observe and model another person’s behavior, attitudes, or emotional expressions. According to American psychologist Albert Bandura, it is not necessary for the observer to imitate the behavior; they can simply learn from it. Observational learning is an important aspect of Bandura’s social learning theory.

Four prerequisites for observing behavior:

  • Attention
  • Retention
  • Reproduction
  • Motivation

Prerequisite for observational learning: Attention

To learn from a model, you must pay attention to their behavior. Many things can affect your attention. If you’re tired, sick, or distracted, you won’t learn or imitate the behavior. The characteristics of the model also matter. People pay more attention to attractive, similar, or prestigious models who are rewarded. Athletes and successful adults have a strong influence. However, this can also be used in negative ways. For example, children may imitate gang members if they see them gaining status or money.

Prerequisite for observational learning: Retention

Observational learning plays an important role in helping children with autism learn new skills and behaviors. While some children with autism may be able to imitate behavior they have seen, many are unable to do so due to their limited abilities to remember, process and recall information. This can make it difficult for them to learn through imitation alone.

Prerequisite for observational learning: Reproduction

A person needs to be physically and mentally capable of copying observed behavior. For example, a child watches a basketball player dunk and tries to do the same but can’t reach the hoop. An older child or adult might be able to dunk after practice. A young horse sees another horse jump over a creek and tries but ends up in the water. The horse simply isn’t big or strong enough yet, but with growth and practice, it could eventually jump like the other horse.

Prerequisite for observational learning: Motivation

Observational learning is heavily influenced by motivation. Without a reason to imitate the behavior, attention, retention, and reproduction will not be enough. Bandura identified various motivating factors for imitation. These include the model being reinforced for the behavior, receiving incentives, or witnessing the model being reinforced. These factors can also act as negative motivations. For example, if the observer knows that the model was punished or threatened for the behavior, the likelihood of imitating it decreases.
Boy playing doctor

Observational Learning Examples

The following are instances that demonstrate observational learning has occurred.

  • A child watches their parent folding the laundry. They later pick up some clothing and imitate folding the clothes.
  • A young couple goes on a date to an Asian restaurant. They watch other diners in the restaurant eating with chopsticks and copy their actions to learn how to use these utensils.
  • A child watches a classmate get in trouble for hitting another child. They learn from observing this interaction that they should not hit others.
  • A group of children play hide-and-seek. One child joins the group and is not sure what to do. After observing the other children play, they quickly learn the basic rules and join in.
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Influences on Observational Learning

Bandura’s research indicates that there are various factors that can enhance the likelihood of behavior being imitated. We are more likely to imitate:

  • Individuals who are perceived as warm and nurturing
  • Individuals who receive rewards for their behavior
  • Individuals who hold positions of authority in our lives
  • Individuals who share the same age, gender, and interests as us
  • Individuals we look up to or who hold a higher social standing
  • When we have been rewarded for imitating the behavior in the past
  • When individuals have a lack of confidence in their own knowledge or abilities
  • When the situation is unclear or unfamiliar

Observational Learning Science class

Uses for Observational Learning

Observational learning can be used in the real world in a number of different ways. Some examples include:

  • Learning new behaviors: Observational learning is commonly employed as a practical method for teaching individuals new skills. This may involve children observing their parents completing a task or students watching a teacher demonstrate a concept.
  • Strengthening skills: Observational learning is an important method to reinforce and enhance behaviors. For instance, when a student witnesses another student being rewarded for raising their hand in class, they are more inclined to raise their hand themselves when they have a question.
  • Minimizing negative behaviors: Observational learning has a significant impact on reducing undesirable or negative behaviors. For instance, witnessing another student receiving a reprimand for not completing a task on time may increase the likelihood of one finishing their own work promptly.
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What learning style do autistic children have?

They tend to have strong visual skills because autistic children tend to focus on details, rather than the whole. Also, autistic children are often visual learners. This might be because visual information lasts longer and is more concrete than spoken and heard information.

What are some challenges that children with autism face when learning?

School activities that may be particularly challenging for students with autism spectrum disorder (ASD), include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines.

Social interactions can be difficult for children with autism, since they may have difficulty understanding non-verbal communication cues such as facial expressions and body language. They may also find it difficult to interpret or respond to the tone of someone’s voice, or the inflections that are used when speaking.

Noisy or disordered environments can also be very confusing for students with autism. They may not be able to block out background noise well and may become easily overwhelmed.

Intense sensory stimulation can be a major challenge for children with autism, as they may be easily overwhelmed by loud noises, bright lights, and other environmental factors that can cause an overstimulation response. Observational learning is one strategy that can help children with autism cope with intense sensory stimulation. Through observational learning, the child’s behavior is modeled after another person who is better able to tolerate the sensory and changes in expected routines.

In what kind of learning environments are autistic children most successful?

Children with autism thrive in a structured and predictable environment. Establish routines early on and keep them as consistent as possible. In a world that’s ever-changing, routine and structure provide great comfort and support to a child on the autism spectrum.

Let LeafWing partner with you to ensure that your child achieves their maximum potential. Leafwing takes pride in building a rapport between the learner and the therapy team, especially at the beginning of the ABA therapy program. The staff should work on establishing a positive relationship with your child. This is important not only in the beginning but throughout the program. During the first few weeks, there will be a lot of play and conversation with your child to make them feel comfortable and have fun with the Behavior technician. This creates positive experiences and improves learning rates for better outcomes.

For more information regarding this topic, we do encourage you to speak with an ABA technician or email us at info@leafwingcenter.org

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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?

Autism and Communication Difficulties

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Autism and communication difficulties go hand in hand. A failure to develop language is one of the earliest signs of autism. The ability to identify the distinct signature of this deficit in very young children has become increasingly important, given that the presence of speech before five years of age is the strongest predictor for better outcomes in autism.

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

Let Leafwing professionals educate you and your child to develop the language skills that will help guide your child to reach their full potential.

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Autism and Communication Difficulties

Signs of autism and communication difficulties

For the child with ASD, these developmental processes appear to be hijacked taking the form of impaired or delayed language abilities at a very early age.

Some language skills including articulation, vocabulary, and grammar appear to be relatively preserved. In contrast, the difficulties that appear as robotic and abstract use of language are clearly evident. Language impairment varies with age and developmental level. The child with ASD typically uses words to regulate his or her environment to demand or protest. They’re less likely to communicate for social reasons, like sharing information.

Ways Autistic Children Communicate:

  • mimic or repeat other people’s words or phrases, or words they’ve heard on TV, YouTube or videos. They repeat these words without meaning or in an unusual tone of voice.
  • use made-up words
  • say the same word over and over
  • confuse pronouns, referring to themselves as ‘you’ and the person they’re talking to as ‘I’.

They also often have difficulty knowing when and how to communicate with people in socially appropriate ways. For example, they might not make eye contact or let another person take a turn in a conversation.

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Ways ABA programs help autistic children with their communication difficulties

Most ABA programs will teach a child using simple and concise language at the beginning stages of the program. For example, if the goal is to teach a child to imitate a ‘clap’ the teacher would simply say, “Do this” or “Copy me” while demonstrating the action. The instruction would be limited to as few words as possible (in this example, two words and then a demonstration of the action). The teacher would refrain from using a longer instruction that contains more words such as, “okay, now I’m going to do something and I want you to watch me and then copy me after I’m done. Are you ready?” For a child who has difficulty understanding language, this instruction is laden with words that are unnecessary to complete the instruction and probably will include many words that the child does not presently know.

Approaches used by ABA programs:

  1. Create a reason to use language
  2. Through play
  3. Model the language
  4. Build the child’s language skill
  5. Reward the child for language use

Techniques used with autism and communication difficulties:

  • Use short sentences – for example, ‘Shirt on. Hat on’.
  • Use less mature language – for example, ‘Playdough is yucky in your mouth’. Point to your mouth.
  • Exaggerate tone of voice – for example, ‘Ouch, that water is VERY hot.’
  • Encourage and prompt the child to fill the gap when it’s the child’s turn in a conversation – for example, ‘Look at that dog. What color is the dog?’
  • Ask questions that need a reply from the child – for example, ‘Do you want a sausage?’ If you know the child’s answer is yes, you can teach the child to nod their head in reply by modeling this for the child.
  • Give the child enough time to understand and respond to questions.
  • Practice communicating with the child on topics or things they’re interested in.

Over time, many autistic children can build on these beginnings and learn to use language in more typical ways.

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Autism learner

How are language difficulties in autistic children treated?

When working with an ABA program they will have a speech-language specialist perform a comprehensive evaluation on the child. The speech-language pathologist is a health professional trained to treat individuals with voice, speech, and language disorders. Furthermore, they address social, play, cognitive skills, and feeding and swallowing challenges as well. The speech-language pathologist will design an appropriate treatment program to prevent further developmental delays. In addition, the speech-language pathologist might make a referral for a hearing test to make sure the child’s hearing is normal.

Teaching children with ASD to improve their communication skills is essential for helping them reach their full potential. There are many different approaches, but the best treatment program begins early, during the preschool years, and is tailored to the child’s age and interests. It should address both the child’s behavior and communication skills and offer regular reinforcement of positive actions. Most children with ASD respond well to highly structured, specialized programs. Parents or primary caregivers, as well as other family members, should be involved in the treatment program so that it becomes part of the child’s daily life.

Speech therapy might include:

  • interacting through talking and playing, and using books, pictures other objects as part of language intervention to help stimulate language development
  • modeling correct sounds and syllables for a child during age-appropriate play to teach the child how to make certain sounds
  • providing strategies and homework for the child and parent on how to do speech therapy at home

Autism and communication difficulties: other means of communication

Augmentative and alternative communication (AAC) means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. This provides another way to help them communicate other than verbally. AAC can include sign language, gestures, pictures, computer tablets, and other electronic devices.

A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true—research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.

Main key points to autism and communication difficulties

In the initial stages of an ABA program, the more concise and simpler the instruction, the more successful the child will be. It is important to note that the simplicity or complexity of language used should be based on the child’s language repertoire at the time of assessment. Over time, and with success, simple and concise instructions will be elaborated and more language will be incorporated into the instruction.

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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?

Autism and bedtime routine

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Design a bedtime routine that can be a win-win situation for your autistic child and yourself. Bedtime can be one of those nightly events which many parents love or hate or both! It means that peace and quiet are soon ahead, but it also can mean that a huge struggle is about to proceed. Many children with autism have difficulties either transitioning to bed, falling asleep, or even staying asleep all night long. Any of these difficulties can increase stress and tension in your home. Keep in mind that no single suggestion will be for all children but getting the right amount of sleep will allow your child to perform better academically, encourage the development of motor skills, and allow them to maintain a better mindset. Not to mention, it’ll help you get a fuller night of rest, too!

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a child sleeping

Bedtime routine for children with autism

The first step to a healthy sleep starts with the daily routine. Be consistent. By creating a visual schedule, it helps to remind your child what they should be doing and what is to come. Take pictures of all events (e.g., dinner time at the table, bath time, reading books, and the child in bed), laminate the pictures and a piece of construction paper, and Velcro each picture either horizontally or vertically on the paper. When each event is completed, you can guide your child to take off the picture and point to the next event which helps them to actively check off their tasks.

Praise your child for successfully completing steps in their bedtime routine. Descriptive praise is when you tell your child exactly what it is that you like. For example, ‘I like the way you’ve found a spot for everything in your room’. This helps your child understand exactly what it is that they’ve done well. It’s also more genuine than non-specific praise like ‘You’re a good boy’. For younger children, you could use a reward chart.

A typical daily routine for better sleep

It is important for the daily routine to be consistent with time and order. Make sure your child wakes up every morning at the same time. They eat breakfast at the same time. Whatever the routine, keep it consistent so the child learns what to expect. A routine helps signal the body.

Morning routine

  • Wake up at 7 am
  • Brush teeth
  • Take a shower
  • Get dressed
  • Brush hair
  • Make bed
  • Eat breakfast

Afternoon routine

  • Eat lunch at 12 pm
  • Exercise for 1 hour
  • Plan activity

Evening routine

  • Eat dinner at 6 pm
  • Watch TV
  • Play a board game with the family
  • Read a few books to quiet down

Bedtime routine

  • Put on pajamas
  • Brush teeth
  • Go to the bathroom
  • Dim the lights
  • Put on the white noise machine
  • Give a massage
  • Go to bed

Remember there are triggers that might enhance alertness during bedtime like caffeine. Caffeine can stay active in our body for up to 12 hours. Monitor caffeine intake as well sugar consumption in foods. Watching TV, videos, or playing on the computer, especially if the shows or games are scary or violent, can lead to kids with autism having more trouble sleeping.

Problems sleeping happen more often in autistic children who have restricted and repetitive behaviors (lining up toys, rocking, hand-flapping), anxiety, or sensory problems and can lead to having trouble paying attention, feeling restless, getting angry, and throwing tantrums.

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girl-sleeping

Autism and the successful bedtime routine

It can’t be stressed enough, to stick to a routine. Make bedtime routine no more than 20 to 30 minutes. The bedtime routine should be calming like reading a book, singing a song, or a massage. You know your child best. What is calming for one child may be stimulating for another. Design an area that encourages sleep. Make sure to only use your child’s bed for sleep. Keep the temperature in the room less than 75 degrees Fahrenheit. Don’t leave lamps or overhead lights on overnight. Nightlights can be used to provide some light. Using a white noise machine will help your child from being disturbed by noise around them.

If your child has a hard time falling asleep, or wakes up in the middle of the night, first consider if they take naps during the day. You may want to reduce these naps so your child is more tired at night time. If your child wakes up in the middle of the night, be sure to keep the sleeping environment calm and do not allow him or her to play games or leave their room. This may take many sleepless nights by the parents but it will pay off in the end. It is important that your child learn the skill of falling asleep without a parent present. All children and adults wake briefly during the night but quickly put themselves back to sleep by reestablishing associations used at bedtime. So if your child needs a parent present to fall asleep at bedtime, he might need a parent to help him fall back asleep during the normal awakenings.

The time you invest in putting a sleep routine for your autistic child now will save you many, many hours in the long run and you won’t have to do it forever. Once patterns are established, you will be able to reclaim a large part of your evening for yourself.

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Autism and bedtime routines: other considerations

It is important to address medical or psychiatric issues that potentially interfere with sleep. Your child’s medications might need adjustment if they affect his sleep. If your child suffers from a sleep disorder such as sleep apnea, sleep walking, sleep terrors, restless legs syndrome, they may need a referral to a sleep specialist. Some children with persistent insomnia will need further behavioral or pharmacological treatment to improve their sleep.

Children and Adults with autism tend to have signs of insomnia: It takes them an average of 11-15 minutes longer than most people to fall asleep. Many wake up frequently during the night. Some adults and children with autism have sleep apnea as well, a condition that could potentially cause them to stop breathing several times during the night.

Let Leafwing Center help with the daily routine for your autistic child, so you can have a successful bedtime routine. Our ABA therapists are trained in creating personalized plans that match your child’s ability levels.

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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?

How to Teach Children with Autism How to Play Independently

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Do you ever wonder how you make it through each day, getting your child dressed and to school?  What about shopping, laundry, house cleaning, and dinner? Somehow you do it, and that is enough for anyone to be proud of.  We want to provide you with some additional techniques that may help with the time when your child with autism is home and needs to be looked after, but you also have things to accomplish.

Preparing dinner is a great scenario that many parents have difficulties with.  The solution for many parents is to put a movie on, give the child the iPad, or to allow the child to engage in whatever self-stimulatory behaviors they enjoy most (e.g., running around the house repeating phrases, flapping objects up and down, or rolling cars back and forth on the floor while lying down staring at them).  Although these may be activities that make your child happy and allow you to get dinner ready, there are additional techniques that foster appropriate independent engagement by your child with autism during times you cannot provide your full attention.

Activity schedules work wonders for this purpose. Activity schedules are visual guides that lead a person through a series of activities, leading to an ultimate prize.  Visual schedules help with transitioning from one activity to another with minimal prompting.

There are some pre-requisites to being able to utilize schedules although these can be worked on in the meantime if your child does not have them.  Your child should be able to independently play with some objects, even if the object is as simple as a peg board, or as complex as a 100-piece Lego structure.  Laminate pictures of these activities and velcro them to a vertical strip hanging on the wall.  At the bottom should be a picture of what your child really wants to do in the moment, even if it’s dinner!  If your child has never had experience with an activity schedule, guide them through the process of pointing to the first picture, finding the activity, playing with the activity, putting the activity away, taking that picture off the schedule, pointing to the next picture, and so on and so forth until the ultimate activity or item is achieved.

Some tips: start with only one or two activities until your child can independently utilize the schedule and transition from activity to activity.  Also, remember that the activities should be somewhat preferred by your child, as this is their independent time and we want to increase the success of them playing independently.  If they dislike activities, this increases the chance of challenging behaviors and the need for more of your attention.  It may take a few days, or even weeks to develop this skill. Over time, your child will be able to complete this task with increasing independence, practice decision making and pursue the activities that interest him or her and it will give you some much needed time to get things done while at the same time knowing that your child is being productive.

Some Components Of A Good ABA Program For Children With Autism

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An effective ABA program should have the following components:

A Board Certified Behavior Analyst (BCBA) who designs and supervises the ABA program. A Board Certified Behavior Analyst (BCBA) is a person who has met the educational and professional training requirements established by the Behavior Analysis Certification Board (BACB). Many autism special interest groups also recommend that the supervising BCBA have experience working in the field.

A second common characteristic of an effective ABA program is a detailed and thorough assessment of the learner’s behavioral and clinical needs. Before an ABA treatment program begins, it is imperative to assess the clinical needs of a child to formulate treatment goals and a highly individualized curriculum. A Functional Behavior Assessment (FBA) typically includes direct observation of the client in their natural environments, interviews with parents and caregivers, record review, questionnaires, among other methods. In fact, assessment should not only occur before the onset of treatment but should be an ongoing process throughout treatment. This helps ensure that a child’s goals will remain individualized, and relevant to his or her needs at any given time.

From this detailed assessment comes the next common characteristic of an effective ABA program: meaningful and objectively defined skill development and behavioral goals. Goals in ABA typically fall under two general categories: Skill-development goals and behavioral goals.

  1. Skill-development goals are designed to address a child’s skill deficits and are based on their current needs, their developmental age, and their chronological age. A child’s developmental age is the age that represents their current abilities and adaptive levels, whether that be a year behind or two years behind their chronological age. Their chronological age is their actual age in years since they were born. Sometimes it is appropriate to teach a child skills that will match their developmental age. For example, when learning to speak, children will speak individual words before forming sentences. So, when teaching a child to speak, you begin at their developmental age for language and move forward from there. Other times, it makes more sense to teach a child skills according to their chronological age, as is the case much of the time when teaching toy play. You a teach a child to play with the same kinds of toys their friends play with so you can facilitate their friendships when they are around other children. Skill development goals should be highly individualized, socially valid, and address a child’s skill deficits across relevant domains (motor, academic, language, executive, play, adaptive, etc.) This is what is meant by meaningful goals, goals that are socially significant.
  2. Behavioral goals typically include reducing challenging, undesirable behaviors while simultaneously teaching desirable replacement behaviors. Identification of the function or “purpose” of the challenging behavior is an imperative first step in this process. An effective assessment will identify the function or functions of the challenging behavior(s). For example, after observation and data analysis, a BCBA may hypothesize that the function of a child’s tantrum behavior is “escape”. In other words, the hypothesis is that the child is engaging in tantrum behavior to escape or avoid a task, demand, or activity. From this point, a behavior intervention plan will be established to reduce the tantrum behavior and increase appropriate replacement behaviors such as asking for a break or requesting help. Replacement behaviors are alternative behaviors to the challenging behavior that should be functionally equivalent (serve the same purpose as the challenging behavior), socially appropriate, and easier to engage in. An effective behavior intervention plan should include proactive (before the challenging behavior occurs) and reactive (after the challenging behavior occurs) strategies.

Another part of goal setting in an ABA program is choosing objective goals. Objectively defined goals are important as it is a way of measuring an individual’s success and the appropriateness of how we are teaching an individual. When goals of the treatment program are defined in observable and quantifiable terms, a treatment program can make sure that a child is making progress towards the end goal. However, if the goal is vague, such as “teach social skills” rather than, “Billy will learn to initiate ball play games with his friends at school during recess time with 90% accuracy over a period of 4 consecutive weeks” it is difficult, or rather impossible to see if a child is making any progress. Therefore, goals have to be objective, observable, and quantifiable.

Measurement of the established goals is the next characteristic of an effective ABA program. Data collection and frequent review of progress are critical to effective ABA programs. When information on a child’s progress is collected while they are learning the task, their progress can be monitored to see if their learning rates are increasing, if their learning a new skill in an appropriate amount of time, or if progress is slow and the goal needs to be redefined or teaching techniques have to be altered. Without data collection, sound clinical decisions cannot be made.

Also, effective ABA programs will include numerous ABA techniques and principles into teaching a child to learn. ABA is more than just a discrete trial.

Further, an effective ABA program will promote independence across all areas of a child’s functioning. While initially a child may need help learning a new skill, once that skill is learned or ‘mastered’ a child will be expected to engage in that task all by themselves, or independently. The more independent a child becomes, the more they can navigate their surroundings without help.

The next two characteristics of an effective ABA program are that the program provides many learning opportunities for the child and that the intervention is consistent. When talking about learning opportunities it’s important to note that while a child is in an ABA therapy session, their mere presence alone is not enough to make sure that learning is occurring. It is up to the teacher to ensure that the child is absorbing the information provided and that the session is filled with such learning opportunities: in other words, ensure that the teaching session is productive. The goal is to get the most output or maximum learning in every session and to further the skill from where it was in the last session to a step closer in independence in the current session.

Consistency refers not only to  the number of treatment hours, but also to the notion that all team members are teaching a child using the same principles and techniques, and are working on the goals and instructions that were indicated to be effective when the assessment was undertaken or as directed by the leader of the team. So even though different people may work with a child across the span of a week, the child’s teaching will mimic that as if only one teacher was present the entire time.  For example, if teacher one is teaching a child the first step of brushing their teeth, which is to put the toothbrush in their mouth, teacher number two will continue where teacher number one finished, and teacher number three will continue where teacher number two left off.  This scenario actually shows one of the reasons why data collection is imperative. If the teachers did not take data on a child’s progress during their session, then the next teacher scheduled to work with a child would not be informed about what step to pick up from and/or which teaching techniques to use.

Another component of a good ABA program is the use of positive reinforcement.  While we will discuss positive reinforcement in more detail later in sessions, positive reinforcement basically means providing a reward for a behavior to increase the chances that the behavior will occur again. It is important that a child be in a positive learning environment, so that they are praised for their accomplishments and thus motivated to keep on learning. Children should be having fun during their sessions even though a lot is expected of them. Therefore, the use of positive reinforcement is essential.

Generalization is also a key component of an effective ABA program. Generalization refers to the concept that a child will demonstrate what they have learned in the ABA session outside of the ABA session; what they have learned to demonstrate with their ABA teacher with other people in their environment; and what they have learned to do using simple and concise language, to more complex language. Without generalization a child may only be
able to demonstrate a skill with a specific person, at a specific place, at a specific time. This is sometimes seen when a parent says, “oh he does it for me,” meaning that when a teacher asks a child to do something specific, say to clap, the child does not clap.  However, when the parent asks their child to ‘clap’ the child claps. This does not mean that a child does not know how to clap, it simply means that the child has not generalized clapping from his parents to another person. Generally speaking, it is more important for a child to do one thing with anyone and everyone asked, then a hundred things with only one person at one time and in one place.

Given this concept of generalization, good ABA programs will include parent training as a key part to the treatment program. Parents are key members of the ABA program and in a child’s life, they know their child best. As parents spend most waking hours with their child, it is important that they be educated and trained in continuing where the ABA session ended. An ABA therapy program is simply much more than the number of hours a professional agency works with a child – it should involve all environments in a child’s life. The principles of ABA should be incorporated into the child rearing practices in the families implementing this program so that there is consistency in a child’s environment and that as many learning opportunities during waking hours that can be captured, are in fact captured. That does not mean to say that parents become mini teachers outside of therapy and stop being parents, but it does mean that parents and other significant caregivers are an integral part of the treatment team.

Last but not least, an effective ABA program will hold regular meetings between all team members and the family to update a child’s curricula, targets, and goals, and will continually and consistently collaborate with other professionals working with a child in other domains.  This may include a child’s school teacher, speech therapist, medical doctor, psychiatrist, or anyone who has a say in helping a child. It is important that all members of a child’s team collaborate so that they are working together rather than unknowingly working in opposition to one another. And this is especially true when it comes to the area or domain of challenging behaviors. It is imperative for the welfare of a child that all persons interacting with a child are especially consistent in how they react when a child is engaging in an inappropriate behavior. So, by having consistent collaboration with other professionals on a child’s team, such consistency can be maintained.

Parent Tips To Determining Why Behavior Problems Happen

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A helpful way to effectively tackle a child’s problem behavior is to figure out why it is happening in the first place.  To implement an intervention without this important information may produce no results or even make the challenging behavior far worse than it was before implementing the tactic you’ve chosen.

To figure out a behavior’s possible function, first we have to look at the antecedent—whatever it is that happened right before the behavior. And secondly, we also have to pay attention to the consequence that happens while or after the behavior happened.  This relationship between antecedent àbehavior ß consequence over time may contribute to why a child does the problem behavior.

There are four likely reason “why” a behavior may happen: for access, to escape/avoid, for attention, and for self-stimulation.

  1. Access

A problem behavior can be strengthened or reinforced when it produces a consequence that increases the chance of the problem behavior from happening again over time.

Example

A child is told he cannot have his tablet to play video games on which results in the child engaging in tantrum behaviors.  The parent does not want to deal with the tantrums so the child is given the tablet.  In this example, tantrums after being told “NO, you can’t have ____” resulted in the child getting what he cannot have.

A B C
Told no tablet/video games Tantrums Got tablet video games

 

  1. Escape/Avoidance

A problem behavior can be strengthened or reinforced when it produces a removal of something a person does not like (Escape).  The same strengthening of the behavior may also happen if the behavior prevents something that a person does not like from happening at all (Avoidance). Providing the behavior with either consequence may strengthen the behavior over time.

Example 1 (Escape)

A child is asked by his parent if there is homework for the day.  The child says yes and with her parent, starts working on the homework.  As the work becomes more difficult, the child starts complaining to the parent.  The parent instructs the child to continue working, but the child just continues complaining and eventually starts throwing pencils towards the wall. Unsure about what to do, the parent takes the homework off the table and tells the child that she doesn’t need to work on it anymore.

A B C
Instruction to continue with school-work Continual complaints, throwing pencil at wall School-work removed

 

Example 2 (Avoidance)

Upon getting home, the parent asks the child if there is homework for the day.  The child replies, “No homework today, yay!”  There is homework for that day.

A B C
Parent asks about homework Lies about having no homework Homework avoided
  1. Attention

A problem behavior can be strengthened or reinforced when it produces any response from another person that leads to the likelihood on the problem behavior from happening again over time.

Example

A family is having dinner at the table.  The elder child starts playing with her food and manages to flick a pea from her plate across the table with her fork.  The younger child starts laughing at his sibling being funny.  The elder child then repeats the behavior which makes the younger child laugh hysterically.  The parent asks the elder child to stop, but to no avail—peas scattered all over the dining table.

A B C
Other people at the table Flicking pea across the table (elder child) Younger child laughing

 

  1. Self-stimulatory

A problem behavior can also be reinforced automatically by the pleasant sensations the action produces. Parents can have an idea if a problem behavior may function for self-stimulation if the child performs the behavior regardless whether the child is around individuals or—and most especially—if the child is all alone.

Example

A child watching a video on her tablet “rewinds” the video to a specific scene, watches the clip for a few seconds, then rewinds the video once again to watch the same scene.  This chain of behaviors may repeat for an indefinite length of time.

A B C
End of favorite clip (and “desire” to watch again Rewinds video to the beginning of favorite scene Watching favorite scene again

Although there are now many tools that we can use to figure out the specific function of a behavior, parents and caregivers can still use A-B-C data analysis to help them find out the function(s) of a problem behavior to help determine the best tactic to use in addressing the behavioral difficulty.   For complex or intense problem behaviors that can pose a hazard to a child’s and others’ safety, it is highly advised that parents/caregiver seek assistance from a qualified behavior analyst.