What is Applied Behavior Analysis (ABA)?

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Applied Behavior Analysis (ABA) is a therapeutic approach, rooted in science, designed to help individuals, particularly those diagnosed with Autism Spectrum Disorder (ASD), develop skills to replace challenging behaviors with more appropriate, socially acceptable behaviors. The goal is to enable individuals to navigate different environments with minimal restrictions and improve their overall quality of life.

Applied Behavior Analysis has a complicated history, and for many years, individuals without formal certification or licensure could practice ABA therapy. In recent years, the Behavior Analyst Certification Board (BACB) has significantly strengthened its Ethics Code, emphasizing the use of positive reinforcement and requiring that only individuals who are properly educated, supervised, and have passed a rigorous certification exam are permitted to practice. Illinois has further reinforced this commitment to accountability, requiring behavior analysts to obtain a state license as of 2025.

I am proud to be a passionate BCBA who is both certified and licensed, dedicated to practicing ethical, compassionate ABA therapy rooted in positive reinforcement. For these reasons, I strongly encourage families/schools to seek ABA therapy only from qualified, certified, and licensed BCBAs to ensure their loved ones receive safe, ethical, and effective care.

Examples of What ABA Services Can Target

Each ABA plan is customized to meet the unique needs of the individual, helping them gain skills that improve their everyday life!

  • Communication Skills: Helping children learn to express their wants and needs using words, gestures, or communication devices.
  • Social Interaction: Teaching how to greet others, take turns, share, and engage in conversations with peers.
  • Self-Care & Independence: Building daily living skills like dressing, brushing teeth, using the toilet, and feeding themselves.
  • Emotional Regulation: Guiding children in recognizing and managing emotions in  safe and socially appropriate ways.
  • Behavioral Challenges: Replacing aggressive behaviors, tantrums, or self-harm with positive coping strategies and alternative communication.
  • Following Instructions: Improving an individual’s ability to listen, understand, and follow directions in different settings, such as home or school.
  • Safety Awareness: Teaching essential safety skills such as staying close to a caregiver in public, recognizing dangers, and responding appropriately.
  • Focus & Attention: Enhancing a child’s ability to stay engaged in tasks, follow routines, and concentrate on learning activities.
  • Play & Leisure Skills: Encouraging meaningful play, creativity, and participation in games or group activities with others.

Who is ABA for?

Applied Behavior Analysis (ABA) is designed for individuals of all ages who require support in developing and enhancing specific behaviors, communication skills, and social interactions. It is widely used for children with autism spectrum disorder (ASD), but is also effective for individuals with developmental delays, ADHD, learning disabilities, and other behavioral challenges. ABA techniques can be applied in various settings including homes, schools, and workplaces, to promote meaningful and lasting behavioral change.

Who is ABA for

Role and Expectations for a BCBA and ABA Services

Board Certified Behavior Analyst (BCBA):

A BCBA oversees and supervises the ABA program. Depending on the individual’s treatment plan, they may visit 1-5 times a week to ensure proper implementation and effectiveness of interventions. They also guide the Behavior Therapists or Registered Behavior Technicians (RBTs) who provide direct care.

Registered Behavior Technician (RBT):

RBTs assist BCBAs by implementing the treatment plan designed by the BCBA. They undergo rigorous training, including a 40-hour certification course, hands-on practical training, and a competency assessment, followed by the RBT Exam.

Caregiver Participation:

Parents/caregivers or school personnel meet with the BCBA weekly or bi-weekly to review progress, discuss goals, and receive guidance on reinforcing skills and managing behaviors at home. Parents/caregivers or school personnel will take part in ongoing goal-setting and data collection.

Evidence-Based Citations

  • Casey, L. B., & Carter, S. L. (2024). Applied behavior analysis in early childhood
    education: An introduction to evidence-based interventions and teaching strategies (2nd ed.). Routledge.
    https://doi.org/10.4324/9781003333357
  • Choi, K. R., Bhakta, B., Knight, E. A., Becerra-Culqui, T. A., Gahre, T. L., Zima, B., &
    Coleman, K. J. (2022). Patient outcomes after applied behavior analysis for autism spectrum disorder. Journal of Developmental & Behavioral Pediatrics, 43(1), 9–16.
    https://doi.org/10.1097/DBP.0000000000000995
  • Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Evidence-based treatment for
    autism: The intensive behavioral intervention model. The Scientific Review of Mental Health Practice, 4(1), 26–39.
    Du, G., Guo, Y., & Xu, W. (2024). The effectiveness of applied behavior analysis
    program training on enhancing autistic children’s emotional-social skills. BMC Psychology, 12, Article 568.
    https://doi.org/10.1186/s40359-024-02045-5
  • Gitimoghaddam, M., Chichkine, N., McArthur, L., Sangha, S. S., Symington, V., &
    colleagues. (2022). Applied behavior analysis in children and youth with autism
    spectrum disorders: A scoping review. Autism Research, 15(9), 1691–1706.
    https://doi.org/10.1002/aur.2767
  • Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral
    intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2012(10), CD009260.
    https://doi.org/10.1002/14651858.CD009260.pub2
  • Roane, H. S., Fisher, W. W., & Carr, J. E. (2016). Applied behavior analysis as treatment
    for autism spectrum disorder. Pediatrics, 137(5), e20160568.
    https://doi.org/10.1542/peds.2016-0568
  • White, S. W., Koenig, K., & Scahill, L. (2007). Social skills development in children with
    autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.
    https://doi.org/10.1007/s10803-006-0320-x