Progressive ABA: Practical instruction @ home & school

  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 po...

  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:  Allowing headphones or earplugs whenever the child has difficulty paying attention Playing soft music (60 bpm) for “calming and focus” Seating the child away from windows, doors, air conditioners, pencil sharpeners, and anywhere else there might be a sound or movement Eliminating possible auditory and visual distractions-including the sight and sound of classmates moving around or shuffling through bags 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. 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...