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Who Can Benefit From ABA?

Who Can Benefit From ABA?

ABA has succeeded with individuals of all ages, even when they do not have a disability. In the 1960s, behavior analysis was performed on young children with autism and related disorders. Since that time, several ABA techniques have been developed for creating useful skills in individuals with autism of all ages. The techniques are used in structured situations such as formal instruction in classrooms, in addition to everyday situations such as during play. They are also used to develop not only basic skills — such as looking, listening, and imitating — but also complex skills — such as reading, carrying on a conversation, and adopting the attitude of other children.

ABA principles can be used to enhance the lives of individuals with autism and allow them to live happier and more productive life. Studies have shown that about 47 percent of children who were involved in intensive behavioral therapies at an early age achieved higher educational performance and IQ levels.

The Efficacy of Applied Behavior Analysis (ABA)

ABA is known to be a safe and efficient treatment for autism, and is supported by several states and scientific organizations, as is evident in their reports:

The 2001 U.S. Surgeon General’s Report On Mental Health Stated:

“Among the many methods available for treatment and education of people with Autism, Applied Behavior Analysis (ABA) has become widely accepted as an effective treatment. Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior.”

The New York State Department Of Health Assessed Interventions For Children Ages 0 To 3 With Autism, Recommending That:

“Behavioral interventions for reducing maladaptive behaviors be used for young children with autism when such behaviors interfere with the child\’s learning, or socialization or present a hazard to the child or others.”

The Maine Administrators Of Services For Children With Disabilities Noted In Their Report That:

“There is a wealth of validated and peer-reviewed studies supporting the efficacy of ABA methods to improve and sustain socially significant behaviors in every domain, in individuals with autism. Importantly, results reported include ‘meaningful’ outcomes such as increased social skills, communication skills, academic performance, and overall cognitive functioning. These reflect the clinically significant quality of life improvements. While studies varied as to the magnitude of gains, all have demonstrated long-term retention of gains made.”

The National Institute Of Mental Health Reported That:

“The basic research done by Ivar Lovaas and his colleagues at the University of California, Los Angeles, calling for an intensive, one-on-one child-teacher interaction for 40 hours a week, laid a foundation for other educators and researchers in the search for further effective early interventions to help those with ASD attain their potential. The goal of behavioral management is to reinforce desirable behaviors and reduce undesirable ones.”

The National Research Council’s 2001 Report On Educating Children With Autism Acknowledged That:

“There is now a large body of empirical support for more contemporary behavioral approaches using naturalistic teaching methods that demonstrate efficacy for teaching not only speech and language but also communication.”


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Parent Waitlist Program


November 02, 2023 | 12pm-1pm PDT

Journey to Independence

Community-based program designed to support families on waitlist

Being an RBT for me was extremely fun because where were you going to find a place where you can be completely silly without having to worry what people thought about you? This was the only job that made me feel like I could make a dramatic difference while being myself.

I also liked to be surrounded by people that had the same goals of wanting to help kids and the teamwork made the job much easier and more enjoyable.

Change and progress was the ultimate goal for our kiddos. The early intervention program was seriously only a miracle because I saw changes in the kiddos that from day one, you wouldn’t even recognize who they were.

Changes from being able to utter 3-4 words where they can only make a syllable from when they started, the behavior decreases in which kiddo that used to engage in 30-40 0 self-harm to only half, learning how to wait during games, table work where they use to swipe and drop to the floor if they had to.

My favorite was when the parents would tell us what amazing progress they were making at home. I used to tear up and felt for these parents so much because it was already difficult for them and now, they can trust and rely on ABA and the therapists knowing their goal was ours.

By Emma Rogers, BA, RBT

Mother Child
Special Learning’s Free Hotline

This is an independent SL Hotline that is part of our VCAT service. This hotline has no connection with any other association or membership group.

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