About Applied Behaviour Analysis (ABA)

Applied Behaviour Analysis (ABA) is an approach to understanding and changing children’s behaviour.

ABA aims to help children increase positive behaviour and reduce negative behaviour. It does this by reinforcing or rewarding positive behaviour so that it’s more likely to happen again. Negative behaviour doesn’t get attention, which means it’s less likely to happen again. This approach is based on a theory of learning called behaviourism.

ABA is also used to look at the triggers and consequences of children’s behaviour. This information can be used to develop strategies that help children learn new skills and behaviour.

ABA can be used with autistic children and children with developmental disabilities.

Many therapy programs are based on ABA principles. These include Picture Exchange Communication System, Early Intensive Behaviour Intervention and Early Start Denver Model.

What Applied Behaviour Analysis (ABA) is used for

When Applied Behaviour Analysis (ABA) is used appropriately, it can help professionals and parents:

• understand whether there’s something in the environment that could be adjusted to change children’s behaviour
• stop, reduce or change children’s problematic or harmful behaviour – for example, when children are hurting themselves or damaging property
• help children learn new concepts, like colours, shapes or letters
• help children learn new skills – for example, asking for something they need, crossing the road safely or packing their own school bag
• help children persist at tasks – for example, getting ready for school by using a morning routine.

ABA might not be appropriate for teaching skills that are less structured or rule based or that are more creative – for example, having conversations or playing imaginatively.

Some research has shown that ABA-based therapies might help autistic children to learn specific skills – for example, basic communication skills like asking for something or daily living skills like getting dressed. But more high-quality research with larger groups of children is needed to determine how effective ABA-based therapies are.

Which autistic children might be helped by Applied Behaviour Analysis (ABA)

Applied Behaviour Analysis (ABA) isn’t suitable for all autistic children.

ABA might be a good fit if your child:

• enjoys predictability and learns well with structure and repetition
• needs support to learn skills with clear steps that can form a routine, like unpacking a school bag or crossing a road
• has concerning behaviour that needs to change, like harming themselves, harming others or damaging property.

Some autistic adults and parents of autistic children say that ABA has made a positive difference in their lives or the lives of their children. But many autistic adults say that ABA is harmful and traumatising and shouldn’t be used. Some of this criticism reflects how ABA was used in the past, although there are current uses of ABA that can be criticised for similar reasons.

Safe Applied Behaviour Analysis (ABA) therapy

Applied Behaviour Analysis (ABA) therapy can be delivered in a way that respects neurodiversity, works with children’s strengths and emphasises the importance of positive reinforcement in changing behaviour.

Safe and appropriate ABA follows these best practice principles.

Individualised
Therapy goals should be customised to your child’s skills, needs, interests and preferences. They should also be customised to your family situation.

Helpful and meaningful
Therapy should focus on developing skills that are helpful and meaningful to your child and family. Your child should be involved in choosing their own goals and skills, with your support as needed.

Strengths and skills focused
Therapy should consider your child’s strengths. Even when therapy aims to change concerning behaviour, it should focus on improving your child’s existing skills or teaching them new skills rather than just reducing harmful or challenging behaviour. For example, if your child screams to communicate, therapy should aim to help your child learn how to communicate in more helpful ways rather than just teaching them to be quiet.

Balanced
All children need time just to be children. The time your child spends doing therapy should be balanced with time relaxing or taking part in community or family life. Sometimes learning can be challenging, but most early childhood learning should look and feel like play.

Safe and monitored
Keeping children physically and emotionally safe should always be a top priority. You should be encouraged to be involved in your child’s therapy. You should also feel able to advocate for your child’s wants and needs, especially if your child can’t advocate for themselves.

Unsafe Applied Behaviour Analysis (ABA) therapy

Here are signs of unsafe or ineffective Applied Behaviour Analysis (ABA) therapy.

Punishing
The therapy uses physical or emotional punishment to change behaviour. This doesn’t work and can harm children’s development and wellbeing.

Negative
The therapy focuses on stopping behaviour rather than helping your child learn skills. This is particularly concerning if the behaviour isn’t having a negative effect on your child. For example, if your child flaps their arms when they’re excited, there’s no reason for them to stop.

Generalised
The therapy isn’t tailored to your child’s needs. Instead, it follows a ‘one size fits all’ approach and offers the same program for all children.

Focused on promoting neurotypical behaviour
The therapy focuses on teaching your child to seem non-autistic or neurotypical. For example, it tries to teach your child to have conversations in a neurotypical way. All children should be supported to be themselves and develop a positive view of their identity, including of the ways that autism makes them unique.

You should also watch out for therapies that promote ABA as a ‘cure’ for autism.

Choosing an Applied Behaviour Analysis (ABA) provider

When you’re choosing a service provider, it’s good to look for one that follows the recommendations in the National Guideline for supporting the learning, participation, and wellbeing of autistic children and their families in Australia.

It’s good to meet providers in person. You can often get more information this way, plus a better sense of whether service professionals are listening and trying to understand your child’s needs and goals.

Here are questions that can help you decide whether the ABA provider is right for your child:

• What strategies do you use to encourage or reduce behaviour?
• Do children have choices about what they do in therapy?
• How do you know whether ABA therapy will help children?
• Who chooses children’s goals?
• How do you embrace and work with children’s characteristics and strengths?
• How do you measure whether children are making progress?
• Can parents be present and involved during children’s therapy?
• What qualifications and experience do you have?

There’s no regulatory body that regulates or oversees ABA in Australia. Our articles on quality services and support and working with disability professionals explain what to look for in a high-quality service, what to expect from professionals, and what to do if you have a concern or disagree with a professional.

Monitoring Applied Behaviour Analysis (ABA) therapy

These tips can help you monitor your child’s ABA therapy to make sure it’s safe and effective:

• Attend therapy sessions and watch or join in with your child’s therapy.
• Actively participate in your child’s therapy, from setting goals and planning to reviewing your child’s progress.
• Ask the professional about anything you don’t understand, and make sure you know what your child’s therapy involves.
• Talk to the professional if you have any concerns.

Signs to stop or review Applied Behaviour Analysis (ABA) therapy

You should stop Applied Behaviour Analysis (ABA) therapy if you see harm or risk of harm to your child – for example, if the practitioner uses physical or emotional punishment to change your child’s behaviour.

The following might also be signs that you need to reduce or stop your child’s ABA therapy or explore other support options.

• The therapy is taking up so much time that your child can’t do things that other children of the same age have time to do, like playing, relaxing or doing activities with their family or community.
• Your child regularly doesn’t want to go to ABA sessions or regularly seems unhappy, uncomfortable or disengaged during ABA sessions. It’s OK if your child sometimes doesn’t want to go, but the therapy should be fun and engaging most of the time.
• Your child isn’t making progress towards their goals in the expected timeframe.