The Common Ground of Progressive ABA: Why It Shouldn’t Feel Foreign

 

As parents and educators, we are natural teachers. From a child’s first words to their first steps, we instinctively use strategies rooted in behavioral science-modeling, prompting, reinforcing, and even setting boundaries. These are the very principles that form the foundation of Applied Behavior Analysis (ABA), especially in its progressive form. Yet, when ABA is discussed in the context of autism or developmental disabilities, it often feels foreign, complex, or even controversial. Why is that?

The Universality of How We Learn 

Think about teaching a toddler to say “please.” We don’t expect perfection from the start. Instead, we:

• Set up situations where communication is needed (communication temptations)
• Model the word ourselves
• Reinforce every attempt or approximation
• Gradually fade prompts as the skill strengthens
• Systematically reduce reinforcement, sometimes delaying gratification or even saying “not now” or “no”
• Teaching contextual "please" without expecting over politeness or it's use for every request

This process isn’t arbitrary or punitive-it’s how learning happens. We break complex skills into manageable parts, provide lots of support at first, and slowly step back as independence grows. We also teach the context: we don’t expect “please” for every single request, and we certainly don’t see it as abusive to expect children to wait or accept “no” as an answer.

Why Does ABA Feel So Different?

When it comes to children with autism or other developmental disabilities, something changes. Suddenly, the same strategies we use with all children seem foreign or overly clinical. Sometimes, we:

• Give in to disruptive behavior to avoid distress, inadvertently reinforcing it
• Over-teach social niceties like “please,” expecting them in every context, far beyond what we’d expect from any other child

This disconnect can make ABA seem punitive, robotic, or socially invalid-especially when it’s implemented rigidly or without consideration for individual needs. But the truth is, progressive ABA is not about arbitrary compliance or rote memorization. It’s about meeting each child where they are, using evidence-based strategies that all humans respond to, and individualizing teaching to make meaningful progress1.

Progressive ABA: Individualized, Flexible, and Familiar

Progressive ABA recognizes that teaching is not one-size-fits-all. It’s about using clinical judgment to:

• Break skills into small, achievable steps

• Teach over a timeline that matches the learner’s pace

• Utilize materials and activities that are genuinely interesting to the child

• Reinforce consistently, but always with the goal of building independence

• Fade prompts and reinforcement thoughtfully, just as we do with typically developing children

The principles are the same. The difference is in the flexibility, the respect for individuality, and the commitment to teaching skills that matter in real life-not just in the therapy room. We may have to invest more time, seek the assistance and expertise of professionals, and make data driven decisions to meet the unique needs of individuals with autism, disabilities, or complex learning needs but the science remains the same. Parents are already equipped to do the basics. Professionals can help fill the gaps, guide families, and provide reassurance. 

Bridging the Gap

If we step back, we see that progressive ABA is not so different from the way we teach all children. The strategies are familiar; the goals are the same: to help every child communicate, connect, and thrive. The challenge-and the opportunity-is to apply these principles with empathy, creativity, and respect for each learner’s unique path.

Let’s move beyond the myths and see ABA for what it is: a set of teaching tools that, when used thoughtfully and progressively, reflect the way all humans learn. It’s not foreign. It’s not complex. it's not dangerous or abusive. It’s just good teaching, individualized for those who need it most1.

Phone: (949) 287-3683

Email: practicalsolutions.jw@gmail.com

Website: pracsol4u.com 

ABA is only as good as its implementation. Let’s implement it with skill, heart, and a commitment to growth.

Are We Over-Accommodating? The Absurdity of Some School Supports for Students with Disabilities

 

Let’s be honest: the list of accommodations we’re asked to provide for students with disabilities can sometimes border on the absurd. Recently, I came across professional recommendations for a single student that included:

1.  Allowing headphones or earplugs whenever the child has difficulty paying attention

2. Playing soft music (60 bpm) for “calming and focus”

3. Seating the child away from windows, doors, air conditioners, pencil sharpeners, and anywhere else there might be a sound or movement

4. Eliminating possible auditory and visual distractions-including the sight and sound of classmates moving around or shuffling through bags

5. Providing “heavy work” activities throughout the day: erasing the board, wiping tables, chair push-ups, rearranging desks, stomping in place, carrying books, heavy lap pads, wall push-ups etc.

6. Trying flexible seating options: wobble cushions, chair bands, dynamic chairs, and more

On paper, these suggestions may sound supportive. In reality, they can be not only impractical, but dangerously counterproductive and impossible expectations to fulfill.

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When Accommodations Cross the Line

Let’s call it what it is: absolutely absurd and, frankly, ridiculous. If we follow every one of these accommodation recommendations, can the child even be in school? What classroom, or any real-world environment, could possibly deliver on all of these demands? Are we supposed to put all the windows, doors, pencil sharpeners, air conditioners, and other children on one side of the room, and this child on the other? How isolating and stigmatizing is that?

Where is the teaching? Where is the tolerance? Where is the preparation for real life?
This approach is not only unrealistic-it’s unhealthy for any child. Not to mention, through continued research --since the days of sensory diets, the TEACCH® model, and 1:1 ABA in a separate space absent of all distraction-- we have learned that children can learn to co-exist and thrive in typical environments when intervention targets these areas and done so systematically using evidence based practices. 

Accommodations are meant to level the playing field, not to create an alternate world. Here’s what we risk when we over-accommodate:

1. Unrealistic Expectations for the Real World
No classroom, workplace, or community setting can eliminate every distraction. If we teach children that they need perfect conditions to function, we set them up for frustration and learned helplessness.

2. Social Isolation

Seating a student away from peers or constantly removing them for “heavy work” can inadvertently isolate them from the very social opportunities they need to grow and further remove them from the Least Restrictive Environment required under IDEA.

3. Dependency Over Independence
If a child learns that headphones, lap pads, or wobble cushions are the only way to cope, we may be fostering dependence on external supports instead of building internal coping skills.

4. Teacher Burnout and Classroom Disruption
Let’s face it: teachers are already stretched thin. Accommodations that require constant monitoring, rearranging, or special materials can be overwhelming and unsustainable. Allow staff to work hard to provide the accommodations that are truly required. 

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A Personal Perspective: When Common Sense Prevails

Let me share a personal story: My niece, at one point, had a service provider recommend she carry around a backpack full of rice to keep her calmer and sitting still. I told my sister, NO! My niece did just fine without the rice. She learned to sit, be calm, and self-regulate. We used to practice and also had a code word and gesture for when she was getting dysregulated in a large group. I would just calmly say, "chill" and gesture. Because we practiced and defined chill she was able to reflect and "chill" I worked to fade these prompts. Today, she’s in high school, doing well academically, playing sports, and holding down a job. If she’d been given all sorts of unnecessary accommodations, she might never have learned the socially significant behaviors or self-management skills she needed to thrive.

This is what frustrates me the most: Why do we continue to take these kinds of recommendations seriously in schools when there’s no solid evidence they help kids in the short term-or, more importantly, in the long term? Instead of empowering children, we risk teaching them dependence and avoidance, rather than resilience and adaptation. 

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The Purpose of Support: Building Skills, Not Shelters

The goal of accommodations should be to support meaningful participation and learning-not to shield students from every possible challenge. Thoughtful supports can absolutely make a difference, but they must be:

• Individualized: Not every child with autism or other disability needs the same supports.

• Fad-Free: Just because a tool exists doesn’t mean it’s necessary for every student or even effective 

• Fading-Friendly: The best accommodations are those we can gradually reduce as skills increase.

• Socially Valid: Supports should help students engage with their peers and environment, not withdraw from it.

• Long term supports like wheelchairs for people who have paralysis and AAC for individuals who are nonverbal may not be faded, but supports that can be- ought to be! The message is not to avoid supports but utilize them as necessary and fade whenever possible. 

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A Call for Common Sense and Collaboration

Let’s move away from a checklist mentality and toward a collaborative, skill-building approach. Instead of asking, “What can we do to eliminate every discomfort?” let’s ask, “How can we help this student develop the tools to succeed in a real-world environment?” Move away from "just in case" supports. Educate parents who believe "the more the better" and offer what is required. 

If you’re an educator, therapist, or parent, I encourage you to reflect on the accommodations you’re using. Are they truly helping the child grow, or just making things easier in the short term? Are they merely part of a checklist of things we believe to be standard? Are they preparing the student for life beyond the classroom? When done individually, compassionately, systematically, and practically each child will benefit. 

Let’s stop the nonsense.
Accommodations should be about supporting real growth, not creating artificial bubbles. Let’s focus on teaching children the skills they need to navigate the world-not shielding them from it. Let’s aim for supports that empower-not isolate. Let’s teach resilience, flexibility, and self-advocacy. And let’s remember: the goal is not to create a bubble, but to build bridges to the world.

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If you have questions or are ready to rethink accommodations and focus on meaningful, progressive support, reach out. Together, we can create environments that challenge, nurture, and truly prepare our students for life.

Phone: (949) 287-3683

Email: practicalsolutions.jw@gmail.com

Website: pracsol4u.com