How ABA Therapy Can Help in School

Parent Perspective: Ways to utilize ABA in your child’s educational setting

When I became a mom, I was completely unprepared for what was ahead—let alone the journey of parenting a child with learning differences. There is a steep learning curve to autism, therapy, the school system, and accompanying medical diagnoses. But as time went on, I found my footing as an autism mom. Slowly but surely, I learned to navigate the various systems and how they interrelate. One of the most valuable tools for our family has been ABA. Incorporating principles from ABA into my son’s classroom has made an enormous difference in his learning ability. 

Life doesn’t happen in a vacuum. What your child is learning at ABA applies to their educational setting and at home. For my child to succeed, we needed to find ways to partner with his ABA provider and the school and connect the two. Both parties need to know what the other side is doing. They had to learn from each other to have consistent programming for my child across environments. This collaborative approach, where everyone’s input is valued, was critical to our child’s success. 

This blog explores how to build relationships among everyone on your child’s team and gives ideas for where you can leverage the benefits of ABA to help your child in school. 

aba in school

Making connections and building relationships

Your child’s ABA providers, therapists, and teachers are part of a team of support people on their journey to development. Each person has a different role, but parts of their jobs overlap, especially regarding your child’s behavior. That’s why, in many cases, ABA can lead the way toward your child’s overall growth. With the proper support and strategies, there’s a world of potential for your child’s development. 

As both you and your child build a trusting relationship with your child’s board certified behavior analyst (BCBA), communicate with them what is happening at home and school. Your BCBA can give you some guiding principles to share in different settings. 

There may come a point where you want to connect your BCBA with your child’s occupational therapist (OT) to help with behavioral challenges that occur during fine motor work, for example. Or your child’s school teacher as you work together toward writing a behavior intervention protocol (BIP) for their IEP. 

It may take time before you are ready to introduce your BCBA to other professionals on your child’s team. That’s okay. Everyone needs time to get to know one another and build trust. 

Areas where ABA may be beneficial in a school setting

There are many ways to leverage what you and your child have learned in ABA to benefit your child’s overall growth and development. As they enter the education system, view ABA as a resource for you in some of the following areas. 

Developing a social skills program

Our kids learn more than academics at school. They learn about having positive, healthy relationships with their peers. For kids with autism, these friendships may be tricky at times. Having extra ABA support by developing school social skills programming that teachers can help implement at school may be very beneficial. 

ABA can assist in setting specific social goals for your child, such as asking three friends a question each day or willingly sharing toys without undesirable behaviors. When added to your child’s IEP, these goals can be tailored to your child’s needs and contribute to their growth and the health of the overall classroom relationships. 

Navigating speech and communication challenges

Speech and communication can be significant challenges for autistic kids. Whether they need help articulating their needs and wants appropriately or are learning to talk on an alternative and augmentative communication (AAC) device, ABA may be able to come alongside and support what the school is doing. 

Many kids receive speech services at school or privately. The goals designed by the speech-language pathologist (SLP) to help develop your child’s communication may bring out resistant behaviors in your child. Making your child’s BCBA aware of how an SLP works with your child is super helpful because they can practice speech and language during ABA therapy sessions. The more practice and consistency your child has working toward using their words or activating their speech-generating device, the more they are going to be reinforced by the success they have. 

Speech and language is foundational to education. As you learn how your child can best communicate, figure out how you can loop your ABA provider into that process so that you have the reps your child needs to make progress. 

The area of communication is one in which I have been so grateful for ABA working with my son. He uses an AAC device. His ABA therapists have implemented his device into his sessions, whether it be by having him carry it with him from room to room so it is always available for him to “talk” or by using it during games, snacks, and table time, I have seen massive growth in his vocabulary. What ABA can do alongside his teachers and private speech therapists has pushed him further than where I could have taken him alone. 

Reviewing or helping to write BIPs

Depending on your child’s behaviors in school, the staff may recommend that you develop a behavior intervention protocol or BIP. You may also request a BIP from the school if you notice behaviors that need to be addressed consistently and promptly. 

Writing a BIP is a lengthy process. It often involves a lot of observation of the ABCs: 

  • Antecedents to the behavior
  • Behavior itself
  • Consequences (positive or negative) of the behavior

You may be asked to gather the ABC information at home or in therapy, but the school should also record this behavioral data. 

Another critical component of writing an effective BIP is interviewing adults close to your child. Many times, ABA therapists can provide beneficial information. If the school is open to querying your child’s therapists, this will help ensure a more consistent approach to helping positively direct your child’s behavior. 

After the school staff have been able to analyze and write a report outlining the BIP, have your BCBA review the document and provide feedback. Again, this helps reinforce your overall behavior goals. 

Helping write IEP goals and interpret progress reports

Unless you are professionally trained to write IEP goals, you may feel overwhelmed. I know I did. I still feel overwhelmed by reading and understanding the very specific, measurable information packed into my child’s goals. As a team, we want them to be attainable but also challenging enough that he is stretched to grow. 

Before each Admission, Review, and Dismissal (ARD) meeting, my son’s teacher will usually ask me what I think some of his goals should be. Sometimes, I have a ton of ideas. But in some areas of his learning, it’s hard for me to come up with things. Use your ABA therapists to help you brainstorm goal ideas. They know your child well and may be able to identify some excellent ways to challenge and motivate your kid. 

When it’s progress report time, I often face the same challenge of understanding the complex reporting structure of which specific aspect of the goal he achieved or didn’t achieve. I’ve found it helpful to review these reports with my child’s teacher as well as with his BCBA. She can provide understanding in layman’s terms. And she adapts her ABA plan in conjunction with what he’s working on in school and how well it’s going. 

Attending ARD meetings

Some BCBAs can attend ARD meetings. Meeting attendance will largely depend on scheduling, your provider, and given that you consent to the school district in writing. It’s worth it for the hoops you have to jump through. Having another person at the table who is advocating for your child and knows your child in a way that helps move them toward the next step in their journey is an incredible thing. 

We’ve invited our BCBA to my son’s ARD meetings for over five years. The collaboration I see happening on both sides of the table is exciting. They can give one another ideas to encourage my child’s success. The more I see multiple support providers giving him what he needs in various areas of his life, the more growth and development I see in him.

I am so grateful for our team and the way they work together. This partnership can only happen because of the trust we’ve built. Establishing trust takes time. Sometimes, when someone leaves my child’s team, and we get a new person, it takes a while to build back to where we were. I must remind myself that every person has something to contribute to his learning journey. And if I don’t see that they are, that’s when it’s graciously time to make a change. 

It doesn’t always look like I expect it to or want it to, but I’ve consistently found that when I begin to network and pull providers together at the same virtual—or actual—table, amazing things happen for my kiddo. I can only look on in gratitude for all of the incredible work they do on his behalf. 

You are not alone. 

Advocating for your child in school doesn’t mean you must do it alone. Remember, you have a team beside you. Your ABA clinicians, private therapists, and school staff all play a vital role in your kid’s development. They care about the challenges you are facing as a family and, together, will help your child down the path to being unique and shining bright.  

What are your biggest questions or concerns about connecting your ABA provider with your child’s teacher? 

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to contact BrightPath Behavior. The friendly team at BrightPath Behavior is always ready to answer your questions.

 

Kathy McClelland is a freelance copywriter and marketer for pediatric healthcare and special education brands from Austin, Texas. Before becoming a mom, her work included promoting medical journals and online publications for the American Academy of Pediatrics and parenting books for Tyndale House Publishers. When her second son was born with a rare genetic condition, she was thrust into the world of special needs parenting. Her website is kathymcopywriting.com.

 

Disclaimer: While I am a consultant writing on behalf of BrightPath Behavior, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at BrightPath Behavior.

early autism

Understanding Early Signs of Autism

As a parent, I believe monitoring your child’s developmental milestones is a crucial aspect of raising a child. By observing these milestones, caregivers can identify delays — in areas such as motor skills, language, and social interactions — allowing timely intervention and support. 

Studies indicate that receiving an autism diagnosis and obtaining intervention services early can lead to significant improvements in symptoms and skills. (Robins et al., 2009) Children under the age of two frequently do not receive an autism diagnosis from their pediatrician, as clinicians may prefer to allow additional time for the child’s development. 

This give-it-time approach acknowledges that children can progress at varying rates, and a diagnosis may be more accurately determined as the child continues to grow and develop. (Miller, 2024) In addition, some children who initially show typical development by reaching all milestones may exhibit regression around the age of two. Many children have been misdiagnosed or remain undiagnosed because the signs of autism are not well recognized. 

There are many signs and symptoms that may indicate your child has a developmental delay. However, It is important to remember that not all children with ASD will exhibit every symptom listed in this article.

early signs of autism

Signs and symptoms that may indicate a delay in development

2-6 months 

  • Slow to smile or laugh 
  • Resists cuddling or holding 
  • Avoids eye contact 
  • Shows little interest in others
  • Doesn’t orient toward people speaking near them
  • Difficult to calm when upset

8-12 months 

  • Limited expressive communication, with little to no babbling 
  • Does not show a range of facial expressions 
  • Doesn’t consistently react to sounds
  • Doesn’t respond to their name or orient towards people speaking to them
  • Minimal interest in simple interactive games such as peek-a-boo and pat-a-cake
  • Doesn’t orient toward objects when another person points it out
  • Prefers not to be touched or cuddled
  • Limited or no communicative gestures such as pointing, waving, or reaching toward caregivers to indicate they want to be picked up or held

12-16 months 

  • Limited response to bids for their attention, such as calling to them “come here” with arms out
  • Does not follow simple instructions
  • Little to no imitation of others during both play and daily activities
  • Does not engage in pretend play
  • More interested in objects than people
  • Repeats unusual movements with objects, such as spinning or lining up items
  • Gets excessively upset over changes to routine and activities
  • Unusual reactions to sounds and textures

16-24 months 

  • Limited expressive communication may use single-word phrases such as “mama” and “dada”
  • If communication is present, does not communicate to share or show interest with others and instead labels items in their environment
  • Limiting speech to repeating words or phrases
  • Unable to follow instructions related to their daily routine (e.g. get your shoes)
  • Becomes upset frequently and unable to soothe, longer and more intense tantrums
  • Carrying specific objects for long periods of time
  • Forming specific routines with toys and being unable to play in different manners
  • Playing with parts of toys instead of the whole toy set

Signs of autism that can occur at any age: 

  • Loss of skills 
  • Fails to respond to name 
  • Lack of eye contact 
  • Delayed speech and language development 
  • Repetitive behaviors (finger movements, arm flapping) 
  • Repetitive sounds or words 
  • Sensory issues (loud sounds, food textures) 
  • Rigidity in their daily routines 
  • Lack of social interactions 
  • Lack of empathy toward others 
  • Sensory sensitivities (such as textures, lights, colors, sounds and smells) 
  • Limited or restrictive interests 

If you’re worried about your child’s development: 

  • Complete the M-CHAT-R screening: The Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R) is an easy online questionnaire that can help assess whether your child might need a professional evaluation for autism. It only takes a few minutes to fill out and you are able to complete this form on your own. Follow this link for free access to the M-CHAT-R Screening (Robins et al., 2009). If the results suggest a high likelihood of autism, consult your child’s doctor. 

Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R™) | Autism Speaks

  • Bring your concerns to your pediatrician: If you have any concerns regarding your child’s developmental progress, please do not hesitate to discuss them with your pediatrician. Should you have any doubts or require further clarification, consider seeking a second opinion. 

 

References

Babycenter.com Signs of autism in babies and toddlers | BabyCenter

Robins , D., Fein, D., & Barton , M. (2009). Modified checklist for autism in toddlers, revised (M-chat-RTM). Autism Speaks. https://www.autismspeaks.org/screen-your-child 

U.S. Department of Health and Human Services. (2021, April 19). Early intervention for autism. Eunice Kennedy Shriver National Institute of Child Health and Human Development. https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments/earlyintervention#f1 

Miller, C. (2024, February 19). Why autism diagnoses are often delayed. Child Mind Institute. https://childmind.org/article/why-autism-diagnoses-are-often-delayed

 

Desare Fleming specializes in early childhood intervention. She began working in ABA at the advice of a friend. The more she learned about the signs of autism, the more she realized a relative showed signs at an early age but never received a diagnosis or any form of intervention. With over nine years of experiences as an RBT, she plans to pursue becoming a BCBA to help more children and families accomplish their goals. Desare has a master’s degree in Special Education with a concentration in Applied Behavior Analysis from Arizona State University.