What is ABA Therapy?
ABA Therapy involves the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior. In other words, ABA is the science dedicated to the study of what events lead to valuable behavior change or learning in any individual. For children with autism, ABA therapy focuses on improving skills in the specific areas of communication, social interaction, and behavior. As with many other areas in the field of psychology, ABA has evolved and improved over the many years since it was originally developed. Our Board Certified Behavior Analysts (BCBAs) design, implement, and oversee ABA therapy that is both positive and effective.
What is ABA Therapy?
ABA Therapy involves the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behavior. In other words, ABA is the science dedicated to the study of what events lead to valuable behavior change or learning in any individual. For children with autism, ABA therapy focuses on improving skills in the specific areas of communication, social interaction, and behavior. As with many other areas in the field of psychology, ABA has evolved and improved over the many years since it was originally developed. Our Board Certified Behavior Analysts (BCBAs) design, implement, and oversee ABA therapy that is both positive and effective.
What Does ABA Therapy Focus On?
- Learning Skills
- Speech & Communication Skills
- Adaptive Living Skills
- Social Interaction Skills
- Repetitive Behavior & Problem Behaviors
Learning Skills – A Solid Foundation
Learning starts with a variety of skills that may seem simple but can prove very challenging for learners on the spectrum. These skills can include:
- Sitting or standing still for varying amounts of time
- Visually attending or looking in the right direction
- Understanding contingencies
- Cooperation with age-appropriate instructions
- Waiting patiently
These skills form the essential foundation for all other skill development we target at Steps to Progress.
Speech & Communication Skills
Children on the spectrum may struggle with speech and language development. Language delays are then often associated with frustration and problem behaviors simply because the child does not have alternative skills to communicate their needs. At Steps to Progress, we target the full spectrum of communication skills based on where each individual learner is with their language abilities:
Early Learner Skills
- Pre-requisite skills such as visual attending and imitation
- Making individual speech sounds
- Making requests with single words either vocally or with assistive technologies such as Picture Exchange Communication Systems (PECS) or electronic speech devices
Intermediate Skills
- Naming objects, familiar people, actions, etc.
- Adjectives, prepositions, pronouns, and other important parts of speech
- Using complete sentences
Advanced Skills
- Inferencing
- Back-and-forth communication
- Staying on topic
- Conceptualizing the passage of time – Recalling past events, understanding future events that are yet to come
Adaptive Living Skills
Children with autism may be behind on some age-appropriate independence skills because they are missing prerequisite skills. This may be because they get engrossed in repetitive behavior, or find certain sights, sounds and sensations can sometimes be too distressing. Skills that we target include:
- Self-feeding and eating a healthy variety of food
- Toilet training and toileting independence
- Independent dressing & teeth brushing
- Establishing confidence with haircuts, doctor and dentist appointments
- Play and independent leisure skills
- Establishing a consistent sleep routine
Social Interaction Skills
Children with autism may not readily engage with their peers and putting a child in a group or school setting is not likely to change their lack of skill in this area. ABA recognizes the complexity of social interaction and breaks broad skills down into smaller steps. This helps each learner to achieve the skills necessary to develop friendships.
- Responding to their name
- A desire for social interaction through shared excitement
- Game play, turn taking, and pretend play skills
- Conversation skills
- Social awareness and understanding of relationships
Repetitive Behavior & Problem Behaviors
Children on the spectrum often engage in repetitive behaviors which can inhibit natural skill development. Knowing how to self-regulate during learning opportunities and social situations is vital. These skills allow children on the spectrum to reach their full potential. Problem behaviors arise when skill deficits exist either with the above-mentioned skills areas or with emotional regulation. At Steps to Progress, we work on the following skills:
- Identifying and naming emotions
- Self-monitoring emotional states
- Learning to ask for breaks or for more time with preferred activities
- Deep breathing and relaxation
- Gradual and systematic development of tolerance to age-appropriate demands or routine activities
What Does ABA Therapy Focus On?
- Learning Skills
- Speech & Communication Skills
- Adaptive Living Skills
- Social Interaction Skills
- Repetitive Behavior & Problem Behaviors
Learning Skills – A Solid Foundation
Learning starts with a variety of skills that may seem simple but can prove very challenging for learners on the spectrum. These skills can include:
- Sitting or standing still for varying amounts of time
- Visually attending or looking in the right direction
- Understanding contingencies
- Cooperation with age-appropriate instructions
- Waiting patiently
These skills form the essential foundation for all other skill development we target at Steps to Progress.
Speech & Communication Skills
Children on the spectrum may struggle with speech and language development. Language delays are then often associated with frustration and problem behaviors simply because the child does not have alternative skills to communicate their needs. At Steps to Progress, we target the full spectrum of communication skills based on where each individual learner is with their language abilities:
Early Learner Skills
- Pre-requisite skills such as visual attending and imitation
- Making individual speech sounds
- Making requests with single words either vocally or with assistive technologies such as Picture Exchange Communication Systems (PECS) or electronic speech devices
Intermediate Skills
- Naming objects, familiar people, actions, etc.
- Adjectives, prepositions, pronouns, and other important parts of speech
- Using complete sentences
Advanced Skills
- Inferencing
- Back-and-forth communication
- Staying on topic
- Conceptualizing the passage of time – Recalling past events, understanding future events that are yet to come
Adaptive Living Skills
Children with autism may be behind on some age-appropriate independence skills because they are missing prerequisite skills. This may be because they get engrossed in repetitive behavior, or find certain sights, sounds and sensations can sometimes be too distressing. Skills that we target include:
- Self-feeding and eating a healthy variety of food
- Toilet training and toileting independence
- Independent dressing & teeth brushing
- Establishing confidence with haircuts, doctor and dentist appointments
- Play and independent leisure skills
- Establishing a consistent sleep routine
Social Interaction Skills
Children with autism may not readily engage with their peers and putting a child in a group or school setting is not likely to change their lack of skill in this area. ABA recognizes the complexity of social interaction and breaks broad skills down into smaller steps. This helps each learner to achieve the skills necessary to develop friendships.
- Responding to their name
- A desire for social interaction through shared excitement
- Game play, turn taking, and pretend play skills
- Conversation skills
- Social awareness and understanding of relationships
Repetitive Behavior & Problem Behaviors
Children on the spectrum often engage in repetitive behaviors which can inhibit natural skill development. Knowing how to self-regulate during learning opportunities and social situations is vital. These skills allow children on the spectrum to reach their full potential. Problem behaviors arise when skill deficits exist either with the above-mentioned skills areas or with emotional regulation. At Steps to Progress, we work on the following skills:
- Identifying and naming emotions
- Self-monitoring emotional states
- Learning to ask for breaks or for more time with preferred activities
- Deep breathing and relaxation
- Gradual and systematic development of tolerance to age-appropriate demands or routine activities
