Applied Behavior Analysis (ABA) therapy is an evidence-based approach designed to teach meaningful skills and reduce challenging behaviors. It’s a proven treatment for people with a variety of diagnoses, and is widely considered to be the most effective therapy modality for people with Autism Spectrum Disorder (ASD). 

Learners experience maximum gain from ABA therapy interventions when it is applied across multiple environments, including their home, school, and community settings – which means they benefit most when their therapeutic team and caregivers work in concert. But can parents do ABA at home? Absolutely.

In a previous article, we took a deep dive into why it’s important for caregivers to be involved in an autistic learner’s ABA therapy journey, so in this article we’ll address how to practice ABA therapy at home. Let’s go!

Practicing Applied Behavior Analysis at Home

ABA strategies for parents and caregivers will look a bit different depending on a learner’s age, maturity and personality, communication style and abilities, and how many hours they spend in therapy weekly or period of time they’ve been engaged in therapy. Tailoring strategies to your learner’s stage of development is key to maximizing the impact of therapy while fostering independence and confidence.

Here we’ve listed 10 ABA techniques for parents to use at home, including examples of how they may play out for early learners and older ages. These strategies are intended to empower you to reinforce ABA principles, ensuring greater progress and a supportive home environment.

If you need help in adapting these to suit your learner, or would benefit from specific guidance regarding these or other techniques, reach out to your Board Certified Behavior Analyst (BCBA) or Registered Behavior Technician (RBT). Your therapy team is here to support you and your family.

1. Use Positive Reinforcement

Celebrate your learner’s successes, big or small, by offering praise, rewards, or preferred activities. This reinforces desired behaviors and motivates them to continue learning.

Examples

Younger Children: Toilet Training

• Immediate Reward: Praise or give a small treat every time they successfully use the potty.
• Create a Sticker Chart: Add a sticker for each success, with a larger reward after earning a set number.
• Celebrate Enthusiastically: Use clapping, cheering, or a favorite song to reinforce their efforts.

Older Kids/Teens: Learning to Save Money

• Set a Goal: Help them identify a savings goal, like buying a video game.
• Reinforce Progress: Each time they save a certain amount, provide positive feedback or a small reward, like an extra outing or praise.
• Celebrate Milestones: When they reach their goal, celebrate their achievement with encouragement and recognition of their effort.

2. Provide Prompts

Use verbal, visual, or physical cues and checklists to guide your learner in completing tasks or responding to instructions. Gradually reduce prompts as they gain independence.

Examples

Younger Children: Getting Dressed

• Start with Verbal Prompts: “First put on your socks, then your shoes.”
• Use Visual Aids: Show pictures of each step or lay out clothing in order.
• Offer Physical Assistance: Help guide their hand to pull up a zipper or button a shirt if needed.

Older Kids/Teens: Practicing Public Transportation

• Start with Verbal Prompts: “You’ll need to check the bus schedule before you leave.”
• Add Visual Prompts: Use maps, printed schedules, or a transit app to guide them.
• Gradually Fade Prompts: Encourage them to navigate the route independently over time.

3. Create a Routine

Structure your learner’s day with predictable routines. Use a visual schedule with pictures of daily tasks or use digital tools, like a calendar app or written planner, to help them track their own schedule. ABA thrives on consistency, which helps reduce anxiety and improves learning opportunities.

Examples

Younger Children: Bedtime Routine

• Establish Steps: Bath, pajamas, brushing teeth, and a bedtime story.
• Use Visual Cues: A chart with pictures representing each activity.
• Stick to the Routine: Maintain consistency to help them feel secure and prepared for bed.

Older Kids/Teens: Evening Routine

• Set a Schedule: Create a routine such as dinner, 30 minutes of leisure, personal hygiene, and bedtime.
• Use Visual or Digital Aids: Provide a checklist or alarms as reminders.
• Reinforce the Routine: Consistently follow it, adjusting as needed to accommodate their preferences.

4. Practice Skills in Real-Life Settings

Reinforce ABA-taught skills, such as communication or social interaction, during everyday activities like playdates and grocery shopping.

Examples

Younger Children: Saying “Thank You”

• Model the Behavior: Say “thank you” in front of them during interactions.
• Practice Together: Prompt them to say “thank you” when someone hands them a snack.
• Reinforce the Behavior: Offer praise or a high-five when they use the phrase independently.

Older Kids/Teens: Grocery Shopping

• Plan Ahead: Write a shopping list together.
• Assign Roles: Have them find items on the list and compare prices.
• Practice Checkout: Let them interact with the cashier and manage payment if possible.

5. Break Down Tasks

Simplify complex activities into smaller, manageable steps. This makes learning less overwhelming and builds confidence.

Examples

Younger Children: Cleaning Up Toys

• Start Small: “Let’s pick up all the red blocks first.”
• Add Steps Gradually: After the blocks, move on to books or stuffed animals.
• Praise Completion: Acknowledge their effort with, “You did a great job putting everything away!”

Older Kids/Teens: Learning to Cook a Meal

• Choose a Recipe: Select a simple dish, like spaghetti.
• Gather Ingredients: Create a shopping list, check for items, or shop together.
• Prepare Ingredients: Chop, measure, and organize ingredients.
• Cook: Follow the recipe step-by-step.
• Serve and Clean Up: Plate the food and clean the workspace.

6. Track Progress

Keep a log of your learner’s achievements and challenges using a journal or app. Sharing this data with your ABA therapist ensures targeted and effective strategies.

Examples

Younger Children: Learning to Use Utensils

• Log Successes: Keep a note of how often they use a fork or spoon correctly.
• Visual Progress: Create a progress chart with smiley faces for each successful attempt.
• Review Together: Show them the chart and celebrate their improvement with a favorite activity.

Older Kids/Teens: Learning to Exercise Regularly

• Set a Goal: Agree on a fitness target, like walking for 20 minutes.
• Log Activities: Track each session in a journal or fitness app.
• Review Progress Together: Celebrate milestones and adjust goals based on their performance.

7. Encourage Communication

Whether your learner uses words, signs, or a communication device, foster their ability to express needs and feelings. Avoid anticipating their needs without prompting communication attempts. Role-play conversations as appropriate, practicing phrasing questions or expressing emotions clearly.

Examples

Younger Children: Requesting Help

• Model Requests: Demonstrate saying, “Can you help me, please?”
• Use Picture Cards: If verbal language is challenging, provide cards with images representing common requests.
• Reinforce Attempts: Even if they gesture or partially say the phrase, praise their effort to communicate.

Older Kids/Teens: Calling to Make an Appointment

• Prepare a Script: Write down what to say, such as, “Hi, I’d like to book an appointment with Dr. Smith.”
• Practice Together: Role-play the conversation until they feel confident.
• Support as Needed: Be available for questions but let them handle the call.  

8. Foster Generalization

Help your child apply skills learned during therapy to other environments, such as school, family gatherings, or outings.

Examples

Younger Children: Using “Please” Across Settings

• Practice at Home: Prompt them to say “please” when asking for juice or toys.
• Expand to Public Settings: Encourage them to use “please” at a restaurant or store.
• Praise in All Contexts: Reinforce whenever they apply the skill, regardless of location.

Older Kids/Teens: Budgeting Skills

• Start Small: Teach them to allocate allowance for savings, spending, and donations.
• Expand to Real-Life Situations: Apply these skills when shopping for gifts or planning outings.
• Reinforce Across Contexts: Praise them for sticking to a budget, whether it’s for personal or group activities.

9. Enforce Rules Effectively

Be consistent with language, household rules, and follow-through; use logical consequences. Clear expectations help your learner understand boundaries, develop structure, and teach responsibility.

Examples

Younger Children: Sharing Toys

• Set Simple Rules: Explain, “We take turns with toys so everyone gets a chance.”
• Immediate Consequences: If they don’t share, gently remove the toy and explain why.
• Reinforce Sharing: Praise them when they successfully share, e.g., “Great job letting your friend have a turn!”

Older Kids/Teens: Keeping a Clean Bedroom

• Set Clear Expectations: Explain the rules, e.g., “Clothes go in the hamper, not on the floor.”
• Apply Logical Consequences: If the room isn’t clean by a specific time, privileges like gaming or going out are postponed.
• Provide Follow-Up: Offer reminders as needed but remain consistent with enforcement to build accountability.

10. Stay Involved with the ABA Team

Regularly communicate with your learner’s therapist about how you can do ABA therapy at home and in community settings. Understanding techniques and goals ensures alignment and continuity between therapy sessions and day-to-day life. Attend sessions for younger learners when possible, asking about strategies you can implement and ways you can make ABA therapy fun. Encourage your older learner to participate in meetings, as appropriate, and provide their input. 

Examples

Younger Children: Encouraging Play Skills

• Learn Strategies: Ask the therapist for specific play techniques, like turn-taking games.
• Apply at Home: Use these techniques during family game time or playdates.
• Provide Feedback: Share how well your child engages at home and ask for adjustments to the plan if needed.

Older Kids/Teens: Aligning on Daily Living Skills Goals

• Communicate Regularly: Share observations about their progress at home.
• Collaborate on Strategies: Ask therapists for specific techniques to reinforce, like promoting independence with household chores.
• Provide Feedback: Let the ABA team know what works well and what needs adjustment to improve outcomes.

Achieving Balance At Home

We know consistent implementation of ABA therapy techniques can be intimidating and overwhelming, especially if your learner has been recently diagnosed with autism, you’re new to ABA therapy, or they frequently present challenging behavior. 

We developed the Balance Program at A Bridge to Achievement especially for these reasons! Through Balance – our caregiver-led telehealth initiative – we support caregivers in their pursuit of harmony, joy and stability in the home. Connect with us to learn more about the Balance Program or our other ABA programs – or go ahead and request services. Support starts here.

ABA (Applied Behavior Analysis) therapy is an evidence-based, data-driven approach that focuses on understanding and improving behaviors through the principles of shaping and differential reinforcement. It is well-established as being excellent for teaching new skills, promoting tolerance, and reducing maladaptive or harmful behaviors. While not limited to those with ASD (Autism Spectrum Disorder), ABA therapy is a proven modality for autistic learners of all ages. 

The key to the effectiveness of ABA therapy is its high degree of personalization – interventions are tailored to the specific learner, targeting their particular behavioral goals and challenges. 

Those prone to exhibiting challenging or severe problem behaviors, such as aggression, self-injury, or disruptive behaviors, often benefit from Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT), both ABA tools in the therapist’s toolkit. 

In this article, we’ll discuss what PFA is and the process of administering it; what SBT is and how it is implemented; and the benefits of using PFA and SBT.

What is Practical Functional Assessment (PFA) in ABA?

Practical Functional Assessment is a flexible and adaptable way to figure out why certain challenging behaviors happen. It is done by closely watching how these behaviors change in response to different situations or environments with the goal of identifying the specific triggers (antecedents) and consequences that reinforce the problem behavior. 

Some years ago, when autism was far less understood, children who exhibited challenging behaviors were called troublemakers, difficult, bad, and even emotionally disturbed or mentally ill. They were stigmatized and punished, instead of supported. Fortunately, we now understand that many kids are coping with neurological or developmental challenges that yield behaviors they can’t control. 

PFA, then, provides a compassionate assessment that considers the individual’s unique experiences and circumstances, and allows for the development of more effective, humane interventions. This approach helps avoid the use of aversive or punitive methods and focuses on understanding the person’s needs. 

It is also more modern in its approach to identify the cause of a behavior without triggering the behaviors through an experimental design. Instead, the observers look for precursor behaviors, or signs, that a harmful behavior might happen if they follow-through with the demand. 

For example, if the client typically yells before hitting their head, the assessor would look for any instances of yelling. As soon as those precursors are observed, the observer provides reinforcement to the client, which quickly returns them to a calm and safe state. Triggering a behavior to learn more about it can be distressing, so PFA is intentional to avoid this.

The PFA Process

The multi-step Practical Functional Assessment helps therapists understand the function of certain behaviors, such as avoiding a task, seeking attention, or accessing something desirable. Assessment results inform the development of personalized interventions that teach more appropriate behavior alternatives, with the ultimate goal being to replace harmful behaviors with safe alternatives, thereby improving the individual’s quality of life and their ability to engage with others.

Depending on the learner and the complexity of their behaviors, the assessment may take more than one observation to complete.

1. Open-Ended Interview

Caregivers, teachers, or family members are interviewed to gain a better understanding of the context and circumstances surrounding the challenging behaviors.

2. Initial Observations

The learner’s behavior is observed in natural settings to identify possible triggers and consequences in different environments. These observations help form hypotheses about the function of the behavior.

3. Test-Control Analysis

Specific environmental conditions are alternated in a controlled manner (test vs. control conditions). For example, during the test condition, triggers that might cause the behavior are presented in a slow, gradual manner, while in the control condition, the learner is given preferred activities, attention as desired, and any other potential reinforcers without any demands present. The goal is to see how behavior changes based on these variations and how quickly the learner returns to a happy, relaxed, and engaged state when reinforcers are returned.

4. Refining Hypotheses

Based on how the individual responds to different conditions, the specific function or motivation behind the behavior (e.g., escape, attention, access to tangibles) is identified.

5. Intervention Planning

Once the function of the behavior is known, the information is used to create a personalized intervention plan, typically through Skill-Based Treatment, which focuses on replacing challenging behaviors with more adaptive skills.

What is Skill-Based Treatment (SBT) in ABA?

Skill-Based Treatment is a targeted intervention that teaches learners to use safe and functional skills to meet their needs as a replacement for unsafe, harmful, or disruptive behaviors that previously helped them access their needs. SBT is developed based on the information gathered during the PFA process. The duration of SBT varies depending on the learner’s specific needs and the complexity of the challenging behaviors. On average, the process can take anywhere from several weeks to several months. However, the timeline depends on factors such as:

• The severity of the behavior
• How quickly the learner shows competency with replacement skills
• The consistency of reinforcement across settings (home, school, etc.)

In some cases, SBT may be an ongoing process, with continued adjustments to the treatment plan as new skills are learned and problem behaviors are reduced. The key is to progress at the individual’s pace while ensuring that the new skills are fully generalized to different environments and people.

Steps in SBT Implementation

Positive reinforcement is a key component of SBT. By reinforcing the positive behavior, the learner is more likely to repeat it, reducing the need for challenging behaviors.

1. Teaching Replacement Skills

The learner practices skills that serve the same function as the challenging behaviors. These skills are taught in a controlled setting using clear discriminative stimuli (SDs) that signal when and how to use the new skill. For example, if the behavior is an attempt to escape a task, the replacement skill might involve asking for a break or requesting help. 

“Shaping” is the core strategy of SBT, which helps an individual to gradually gain communication, tolerance, and cooperation skills over the duration of the intervention. This is beneficial for learners who engage in dangerous behaviors because shaping allows them to build skills in small steps, rather than instructing them to do their least-preferred tasks from day one. 

Instead, SBT breaks down non-preferred tasks into several smaller steps and builds the learner’s confidence and tolerance to cooperate with each of them. These steps include, simple communication, complex communication, accepting “no,” relinquishing preferred items, transitioning to the location of a task, and cooperating with a varied number of tasks.

2. Positive Reinforcement

When the individual uses the replacement skill, they are immediately rewarded with positive reinforcement, such as praise, access to a preferred item, or attention. Reinforcement increases the likelihood that the individual will use the new skill instead of engaging in the challenging behavior.

3. Generalization

Once a new skill is established in a controlled environment, the goal is to help the learner generalize the skill to different settings (e.g., at home, in school) and with different people (e.g., parents, teachers). This step ensures the skill is useful in the learner’s daily life.

SBT is programmed to be unpredictable for the learner, which helps establish generalization from the start. Whenever a learner is practicing new skills with SBT, they never know how much of a non-preferred task they will be asked to do. 

Sometimes, their therapist will tell them they can “have their way” after they relinquish their toy when asked. Other times, their therapist will follow through with the entire non-preferred task. This simulates the natural environment because there are times in life when a caregiver or employer will say “yes” to a request, there are times when they will say “no,” AND there are times when they will change their mind! This also keeps learners motivated to participate with the intervention because they don’t know what answer is coming next.

4. Monitoring & Adjusting

The BCBA (Board Certified Behavior Analyst) continually monitors the individual’s progress and adjusts the SBT plan as needed. If the new skills are not being generalized effectively or if additional problem behaviors arise, further adjustments can be made to the treatment plan.

Data is collected regularly to track the success of the interventions and determine whether the replacement skills are effectively reducing the problem behavior.

5. Fading Support & Maintaining Skills

As the learner becomes more independent in using the new skills, the therapist gradually fades support, allowing them to use the skills with less prompting or reinforcement. Maintenance strategies are put in place to ensure that the new behaviors are sustained over time.

10 Benefits of Using PFA & SBT

The combination of PFA and SBT is particularly useful for individuals whose behaviors interfere with learning, social interaction, or daily functioning. PFA and SBT are often used for children, adolescents, and adults on the autism spectrum who have not responded well to more traditional behavior interventions.

• Individualized treatment – tailored to each learner
• Compassionate and respectful approach – avoids punitive measures
• Functional and long-lasting results – teaches adaptive skills
• Reduction of challenging behaviors – targeted intervention
• Focus on positive reinforcement – encourages desired behaviors
• Improved quality of life – better communication and independence
• Generalization of skills – applicable across settings
• Collaborative and data-driven – involves caregivers and support staff
• Reduces reliance on external support – fosters greater autonomy
• Ethical and safe intervention – focuses on well-being

If your child is struggling with challenging behaviors that affect their daily life, ABA therapy enhanced with PFA and SBT can provide an empathetic, personalized approach to creating long-lasting, meaningful change. By addressing your learner’s unique needs, the ABtA therapy team can help them thrive at home, school, and in the community, giving them the tools to communicate and succeed in everyday situations.

We can also help parents and caregivers experience joy and peace at home through our Balance Program. 

Assistance is just a click away – request services or contact us! Support starts here. 

Applied Behavior Analysis (ABA) therapy is an evidence-based approach often used to support, but is not limited to, autistic learners. It’s essential to understand who is qualified to provide ABA therapy to ensure your loved one receives the highest standard of care.

A Bridge to Achievement (ABtA) is solely dedicated to supporting the autism community, so it’s easy to see the credentials that are required to administer ABA therapy when looking at our team page. But ABtA is an anomaly – most clinical practices cater to individuals with a variety of diagnoses, and so the who’s who is typically less clear. 

In this article, we’ll detail who can provide ABA therapy, along with an explanation of the various roles within an ABA therapy team, and share some essential tips for finding a qualified ABA provider for your learner.

Qualifications Required to Provide ABA Therapy

ABA therapy is done by Board Certified Behavior Analysts (BCBAs), with direct instruction given by Registered Behavior Technicians (RBTs). These clinicians must meet specific educational requirements, obtain relevant certifications, and engage in ongoing training to maintain their skills and knowledge. 

Board Certified Behavior Analysts (BCBAs)

BCBAs are highly-trained professionals who require advanced education and practical experience in behavior analysis. At A Bridge to Achievement, our entire leadership and behavior analyst teams are BCBAs who are licensed to practice in North Carolina.

• Education: Must have a master’s degree or higher in behavior analysis, education, psychology, or a related field.
• Coursework: Completion of approved graduate-level coursework in behavior analysis.
• Fieldwork: Completion of a specific number of supervised fieldwork hours as mandated by the Behavior Analyst Certification Board (BACB). 
• Certification Exam: Must pass the BCBA certification exam administered by the BACB.
• Compliance: Must comply with the BACB Professional and Ethical Compliance Code for Behavior Analysts, which includes principles such as responsibility to clients, integrity, and competence.
• Licensure: Must have Licensed Behavior Analyst (LBA) designation from the North Carolina Behavior Analyst Licensure Board (NCBALB) in addition to certification.
• Continuing Education: Must complete a specified number of continuing education units (CEUs) every certification cycle (typically every two years) to maintain certification.
• Supervision: Must stay updated with the latest research and developments in the field of behavior analysis.

Registered Behavior Technicians (RBTs)

RBTs play a crucial role in implementing ABA therapy and require foundational education and training. Numerous members of the ABtA administrative teams are RBTs.

• Education: Requires a minimum of a high school diploma or equivalent.
• Training: Completion of a 40-hour training program covering the principles of ABA, ethical considerations, and practical implementation.
• Certification Exam: Must pass the RBT certification exam administered by the BACB.
• Compliance: Must comply with the RBT Ethics Code, which includes guidelines on responsible conduct, maintaining client dignity, and ensuring quality of service.
• Ongoing Supervision: Require regular supervision by a BCBA, with a specific number of supervision hours required each month.
• Renewal: Must renew certification annually, including continued adherence to the RBT Ethics Code and ongoing competency assessments.

Roles & Responsibilities of ABA Practitioners

BCBAs and RBTs play distinct but complementary roles in the delivery of ABA therapy. Together, they form a cohesive team that ensures that ABA therapy is both scientifically grounded and practically applied, leading to optimal outcomes for individual learners. 

Board Certified Behavior Analysts (BCBAs)

BCBAs are advanced practitioners who hold a master’s degree or higher in behavior analysis or a related field, and are certified by the Behavior Analyst Certification Board. Their primary responsibilities include designing, implementing, and overseeing behavior intervention plans. 

BCBAs conduct comprehensive behavioral assessments to identify the needs and goals of the learners in their care, then develop tailored treatment plans based on these assessments. They are also responsible for analyzing data collected during therapy sessions to monitor progress and make necessary adjustments to the intervention strategies. 

Furthermore, BCBAs provide training and supervision to RBTs and other support staff, ensuring that therapy is delivered effectively and consistently.

Registered Behavior Technicians (RBTs)

RBTs are paraprofessionals who work under the close supervision of BCBAs. They are responsible for the direct implementation of ABA therapy, following the specific treatment plans designed by the BCBAs. 

RBTs engage with learners in one-on-one sessions, applying the behavior intervention techniques and strategies outlined in the treatment plans. Their duties include collecting data on learner behaviors, tracking progress, and reporting this information back to the supervising BCBA. This data is critical for BCBAs to make informed decisions about any necessary modifications to the treatment plan. 

Additionally, RBTs often work with families and caregivers to help them understand and apply ABA strategies at home, contributing to the consistency and effectiveness of therapeutic treatment across different environments.

Other Medical Professionals

Oftentimes, learners with autism or other developmental diagnoses will engage in other types of therapy, such as speech and occupational therapy, and see other medical professionals. While these providers play crucial roles in an individual’s comprehensive care, they are not qualified to provide ABA therapy unless they have specific training and certification in behavior analysis.

• Speech-Language Pathologists (SLPs): Focus on communication and language development but do not typically implement ABA strategies.
• Occupational Therapists (OTs): Concentrate on improving daily living skills and motor functions rather than behavioral interventions.
• Clinical Psychologists: Specialize in mental health assessments and interventions but generally do not practice ABA without additional certification.

Choosing certified ABA providers ensures that your loved one receives therapy from professionals with specialized training and a deep understanding of behavior analysis principles. This specialized knowledge is crucial for developing effective, individualized treatment plans that promote meaningful progress.

Finding a Qualified ABA Provider

Finding a reputable practice with qualified clinicians who can provide ABA therapy is essential for ensuring effective treatment for learners with autism. Here are 12 criteria we suggest you consider when finding the right practice for your family.

1. Verify Credentials

Ensure the practice employs certified BCBAs who are licensed to practice in North Carolina. You can verify certification and licensure through the BACB’s certificant registry and NCBALB license verification portal.

2. Check Experience

Look for providers with substantial experience in ABA therapy – those same pages on the BACB and NCBALB websites include original certification and licensure dates.

3. Review Specialization

Some BCBAs and RBTs specialize in working with specific age groups or disorders. Ensure your provider has relevant experience. At ABtA, we engage autistic learners ages 2 through 21+ with comprehensive, resource-rich, one-on-one and small group therapeutic programming. 

4. Assess Training

Ask about the provider’s commitment to continuing education and staying updated with the latest ABA practices.

5. Seek Referrals

Seek recommendations from healthcare professionals, educators, or other parents who have used ABA services.

6. Evaluate the Initial Consultation

A reputable provider should offer a thorough initial assessment to understand the learner’s needs and then provide a tailored treatment plan based on the assessment that is aligned with the family’s goals and values.

7. Observe Sessions

A good provider should allow you to observe therapy sessions or provide regular updates on progress. Observe how the provider interacts with clients and whether they use positive reinforcement techniques.

8. Check Ethical Standards

Ensure the provider follows the BACB Code of Ethics and RBT Ethics Code, as applicable. set by the BACB, which include principles of responsibility, integrity, and competence. Providers should prioritize client rights, including informed consent, confidentiality, and individual welfare. At A Bridge to Achievement, we practice neuro-affirming, assent-based ABA therapy.

9. Ask About Outcomes & Data

The provider should have a clear method for tracking progress and make decisions regarding the treatment plan based on data and client progress.

10. Inquire About Family Involvement

A reputable ABA provider should offer support for family members to ensure consistency and generalization of skills across settings. They should work collaboratively with you and other professionals involved in your child’s care. (At ABtA, we also offer the Balance Program – a parent training opportunity aimed at creating joy and balance in the home.)

11. Verify Availability & Accessibility

Ensure the provider can commit to regular and consistent sessions. Consider the provider’s location and availability to fit your schedule.

12. Check Cost & Insurance

Check if the provider accepts your insurance and what services are covered. Ensure you understand all costs involved and any potential additional fees.

Are you ready to get an autism diagnostic assessment for your loved one, or begin ABA therapy? Request services! Our phenomenal team of passionate, qualified providers stands ready to work with your learner! Support starts here.

The medical field has no shortage of terms, abbreviations, and acronyms that practitioners use as shorthand between one another and with knowledgeable clients and their families. But hearing them when you’re new to a practice or treatment can be confusing. 

In this article, we’ll explore a term and abbreviation you may hear while your learner is receiving Applied Behavior Analysis (ABA) therapy services: discriminative stimulus, or SD. You’d think it would be abbreviated as DS, but no! SD, ABA … already there’s an opportunity to land you in a bowl of alphabet soup! Read on to learn what is SD in ABA therapy, why it’s referred to as SD and not DS, explain its types and use, and share some examples of SD in ABA therapy along the way.

What is Discriminative Stimulus in ABA Therapy?

ABA therapy is a scientific approach used to understand and help improve behavior. It is often associated with autism because of its proven effectiveness with autistic learners, but it’s a therapy that can be impactful for people with other diagnoses too.

Definition of SD

Central to ABA is the concept of the discriminative stimulus (SD). An SD is a specific stimulus in the environment that signals the availability of reinforcement for a particular behavior. In other words, it is a signal that communicates to an individual what they should do. 

Reinforcement strengthens the association between the SD and the desired behavior. When a person identifies an SD, they understand that a specific response will be reinforced, thereby increasing the likelihood of that behavior occurring again in the presence of the same SD.

Positive reinforcement (e.g., praise, reward) increases the likelihood that the behavior will be repeated when the SD is present. Negative reinforcement (e.g., removing an unfavored task) can also strengthen this association.

Learners with autism may have difficulty understanding social cues, so using clear and consistent SDs can help them learn appropriate responses.

Discriminative Stimulus: Why SD, not DS?

There are different stimuli used in ABA therapy, each one noted in shorthand with a capital S. The letter or symbol that follows the S indicates the type of stimulus. So, in ABA textbooks, discriminative stimulus is written as SD. 

Types of SD in ABA Therapy

SDs can be categorized based on the sensory modality through which they are delivered. With ABA therapy being highly customized to each learner’s needs, each type of SD can be tailored to the individual’s needs and learning style, enhancing the effectiveness of the ABA therapy.

• Auditory SDs
  These are sounds or verbal instructions. A therapist may say, “clap your hands,” or a bell may indicate the end of an activity, as examples.
• Visual SDs
  These include visual cues like pictures, gestures, or written words. For example, a picture of a toy may serve as an SD for a child to request the toy.
• Tactile SDs
  These involve physical prompts like a light touch on the shoulder to initiate a response.

Use of SD in ABA Therapy

Conditioning a response to an SD involves repeated pairings of the SD with the desired behavior and the subsequent reinforcement. 

For example, a therapist might use “sit down” as an auditory SD to indicate that the learner will receive praise or a meaningful reward for sitting down. By rewarding the learner with the same reward every time they respond to the SD, they learn over time that sitting down when they hear “sit down” results in that positive outcome.

What is the Controlling SD in ABA? 

The controlling SD is the stimulus that consistently elicits the desired behavior due to its strong association with reinforcement. Said simply, the individual learns that a particular response to a particular stimulus will be rewarded.

As an example, let’s say that a therapist raising their hand is a visual SD for their group of learners to be quiet. If the learners respond by being quiet, they receive praise. In this case, the hand in the air is the controlling SD.

What is the Difference between SD and MO in ABA?

An MO, or Motivating Operation, affects the value of the reinforcement a learner is offered which, in turn, affects the likelihood of the desired behavior. So, if big brother talks up a particular toy, that would be the MO that would increase the value of the reinforcement. But if a new toy is introduced in an unfavorable environment, the toy is no longer as reinforcing because the place in which it became an option decreased its value.

Understanding the difference between SD and MO helps in designing effective ABA interventions.

Examples of SDs in the Real World

We have provided SD examples in ABA therapy, now let’s look at some auditory, visual, and tactile discriminative stimuli a learner may encounter in the real world. 

Real-World Auditory SD Examples

• A doorbell ringing signals that someone is at the door. The doorbell is an SD prompting the behavior of answering it.
• The sound of an alarm clock signals it’s time to wake up. The alarm going off is an SD prompting the behavior of getting out of bed.
• A fire alarm signals that there is an emergency. The alarm is an SD indicating that the behavior of evacuating will lead to safety.

Real-World Visual SD Examples

• A green traffic light signals drivers to go, while a red traffic light signals them to stop. The color of the traffic light serves as an SD that prompts specific driving behaviors.
• An exit sign in a building signals to people where the nearest exit is located. The visual SD of the exit sign indicates to the learner where to move toward it in case of an emergency.
• An “Open” sign in a store window signals that the store is ready for customers, prompting the behavior of entering the store.

Real-World Tactile SD Examples

• A phone vibrating in someone’s pocket signals that there is an incoming call or message. The vibration serves as a tactile SD prompting the behavior of checking the phone.
• A light tap on the shoulder in a crowded place signals that someone wants to get your attention, eliciting the behavior of turning around to see who it is.
• The change in texture from smooth pavement to textured tiles at a crosswalk signals the approach of a street crossing, prompting the behavior of preparing to cross safely.

ABA Services at A Bridge to Achievement

At A Bridge to Achievement (ABtA), our exclusive focus is supporting learners with autism ages 2 to 21+. We offer ABA therapy sessions for individuals and small groups, as well as a number of programs to suit different age groups, needs, and schedules.  

• Building Bridges is a preschool alternative designed for our youngest learners.
• BRIDGES is for ages 8 to 21+ who need support with daily living skills or a comprehensive complement to homeschool.
• Social Skills Groups are for children and teenagers looking to bolster their verbal and nonverbal communication through small-group therapy.
• The Practical Functional Assessment & Skill-Based Treatment (PFA/SBT) Program helps learners with severe and challenging behavior to build tolerance. This program has an emphasis on safety, dignity, and rapport.
• Vocational Skills Program (coming Fall 2024) will focus on building various job-related skills for teenagers and young adults.
• The Balance Program is a parent training opportunity aimed at creating joy and balance in the home. Conveniently delivered via telehealth.

We also offer the Balance Program, which is telehealth training for parents who are interested in creating more joy and balance at home.  

There are so many ways the ABtA family can support yours – we hope you will connect with us if you have questions about ABA therapy or our programs. Support starts here.