ABA therapy uses different teaching strategies to help children build communication, social, daily living, learning, and behavior-related skills. The techniques used will depend on the child, what they are learning, and the type of support that helps them make progress.
Applied behavior analysis, or ABA therapy, is not one specific teaching method. Instead, therapists can use a number of different techniques throughout treatment. A Board Certified Behavior Analyst (BCBA) develops and oversees the treatment plan, while therapists use the strategies that are appropriate for each child’s goals.
Why Does ABA Therapy Use Different Techniques?
Children do not all learn in the same way, and even the same child may need different types of support depending on what they are learning. A child who is learning how to ask for help may need a different approach than a child who is learning how to get dressed, follow a classroom routine, or take turns during a game.
Some children respond well to pictures or visual reminders. Others may learn more easily by watching someone demonstrate a skill, practicing it repeatedly, or breaking a larger task into smaller steps. Therapists can use these different approaches to make a skill easier to understand and practice.
The amount of support a child needs can also change over time. A therapist may provide more help when a skill is new, then gradually step back as the child becomes more comfortable doing it independently. Therapists pay attention to how the child responds and adjust the teaching approach when needed.
Having different techniques available allows ABA therapy to be more flexible. Rather than expecting a child to learn one particular way, the treatment team can choose strategies that fit the child, the skill, and the situation.
Common Techniques Used in ABA Therapy
ABA therapists can use many different techniques to teach and practice skills. Some are more structured and involve focused practice, while others are built into play, conversations, routines, and everyday activities.
A child will not necessarily use every technique on this list. The BCBA chooses strategies based on the child’s treatment goals and how they respond to different types of teaching. Here are 12 common techniques parents may hear about during ABA therapy.
1. Positive Reinforcement
Positive reinforcement means following a behavior or skill with something that makes the child more likely to do it again in the future. In simple terms, when a child does something they are learning to do and something positive happens afterward, that can help strengthen the skill.
What counts as reinforcement depends on the child. It could be praise, a favorite toy, a preferred activity, attention from an adult, a snack, or simply getting access to something they asked for. The important part is that the child finds it valuable.
For example, imagine a child is learning to ask for a toy instead of reaching for it. When the child asks for the toy and then gets to play with it, receiving the toy reinforces the act of asking. Over time, this can help the child understand that communicating their request is an effective way to get what they want.
Therapists pay attention to what motivates each child and use those interests to make learning more meaningful and engaging.
2. Prompting and Prompt Fading
A prompt is extra help that makes it easier for a child to complete a skill while they are learning it. Prompts can take different forms depending on what the child needs.
A therapist might give a verbal reminder, point to an object, show a picture, demonstrate the action, or provide physical guidance when appropriate. The goal is to give the child enough support to be successful without providing more help than they need.
Prompt fading is the process of gradually reducing that support. Once the child begins to understand the skill, the therapist starts giving fewer or less noticeable prompts so the child has more opportunities to complete it independently.
For example, a child learning to put away their backpack may initially need the therapist to say, “Put your backpack on the hook,” while pointing to the correct place. Later, the therapist may only point. Eventually, the child may see the hook and put the backpack away without any reminder at all.
3. Modeling
Modeling means showing a child how to do something before asking them to try it. Instead of only explaining the skill with words, the therapist demonstrates what it looks like.
This can be helpful for skills that are easier to understand by watching. A therapist might model how to wave hello, ask for help, wash their hands, take turns during a game, or complete part of a daily routine.
For example, if a child is learning how to join a game, the therapist might first show them how to walk over to another person and say, “Can I play?” The child can then practice doing the same thing with support.
Modeling does not always have to happen in person. Some children may also benefit from watching a short video that shows the skill. The therapist chooses the type of demonstration based on what helps the child understand and imitate the behavior.
4. Task Analysis and Chaining
Some skills that seem simple actually involve many smaller steps. Brushing teeth, getting dressed, packing a backpack, washing hands, and getting ready to leave the house are all examples.
Task analysis means breaking one larger skill into smaller steps. This makes it easier for the therapist to see which parts the child can already do and which parts may need to be taught.
Chaining is the process of teaching those steps so the child gradually learns the whole routine. The therapist may begin with one part of the task and then add more steps as the child becomes comfortable.
For example, getting ready to go outside might include finding shoes, putting them on, getting a coat, putting the coat on, fastening it, and walking to the door. Rather than expecting the child to learn the entire routine at once, the therapist can teach and practice the individual steps until they begin to come together.
5. Discrete Trial Training
Discrete Trial Training, often called DTT, is a structured teaching technique that gives a child clear and repeated opportunities to practice a specific skill.
A typical practice opportunity has a simple beginning and end. The therapist gives an instruction or asks a question, the child has a chance to respond, and the therapist provides feedback or reinforcement. The skill can then be practiced again.
For example, if a child is learning colors, the therapist might place several objects in front of them and say, “Show me red.” If the child chooses the red object, the therapist may provide praise or another form of reinforcement before starting the next practice opportunity.
DTT can be helpful for skills that benefit from repetition and clear expectations. As the child becomes more comfortable with the skill, the therapist can also work on using it in less structured situations so it is not limited to one type of activity.
6. Natural Environment Teaching
Natural Environment Teaching, or NET, uses activities that are already happening as opportunities to practice skills. Instead of setting aside every learning opportunity as a formal exercise, the therapist works teaching into play, routines, and activities the child enjoys.
The therapist often follows the child’s interests and looks for natural moments when a skill can be practiced. This can make learning feel more connected to everyday life.
For example, if a child loves bubbles, the therapist might use bubble play to practice asking for “more,” making choices, taking turns, or following a simple direction. If the child enjoys playing with toy cars, that activity might be used to practice sharing, describing objects, or interacting with another person.
The idea is to help children practice skills in situations where they would naturally use them.
7. Functional Communication Training
Functional Communication Training, or FCT, teaches a child a clearer or more effective way to communicate something they need.
Sometimes a child’s behavior is connected to difficulty expressing a request, asking for help, saying they are finished, getting someone’s attention, or asking for a break. FCT focuses on teaching a communication skill that serves the same purpose.
Communication does not have to mean spoken language. Depending on the child, they might use words, gestures, signs, pictures, or an augmentative and alternative communication device.
For example, a child may become upset when they want to stop an activity but do not know how to communicate that. The therapist might teach the child to say “break,” hand over a break card, or use a communication device to request one. The child now has a clearer way to communicate what they need.
8. Shaping
Shaping is a way of teaching a skill gradually when it would be unrealistic to expect the child to do the whole thing right away.
Instead of waiting for the finished skill, the therapist reinforces smaller steps that move the child closer to the goal. As the child makes progress, expectations are slowly increased.
For example, imagine a child is working toward participating in a group activity for 15 minutes but currently avoids the group completely. The first goal might simply be sitting near the group for a short period. Later, the child might sit with the group for two minutes, then five minutes, and eventually participate for longer.
Each step builds on the one before it. This allows the child to experience success while gradually working toward a larger skill.
9. Visual Supports
Visual supports use pictures, symbols, written words, or other visual information to help a child understand what is happening or what they are expected to do.
For some children, seeing information is easier than listening to several verbal instructions. A visual can stay in front of them, which gives them something they can refer back to instead of having to remember everything they were told.
Common visual supports include:
- Picture schedules that show the order of activities
- First-then boards that show what happens first and what comes next
- Choice boards that help children show what they want
- Visual timers that show how much time is left
- Step-by-step pictures that explain the parts of a routine
For example, a picture schedule might show that a child will have snack, go outside, complete an activity, and then have free play. Being able to see the sequence can make the routine easier to understand and more predictable.
10. Reinforcing Replacement Skills
A replacement skill is a new skill that helps a child meet the same need as a behavior that may be creating difficulty.
The first step is understanding what the child is trying to accomplish. They may be trying to get attention, avoid something difficult, ask for an item, request a break, or communicate that something is wrong. Once the team understands the purpose of the behavior, they can teach another way to meet that need.
For example, a child may throw materials when schoolwork becomes too difficult. Rather than focusing only on stopping the throwing, the therapist might teach the child how to ask for help or request a short break.
When the child uses the new skill, the therapist responds to it and reinforces that communication. Over time, the child learns that there is another way to handle the situation.
11. Generalization
Generalization means helping a child use a skill outside of the exact situation where they first learned it.
A child may be able to do something during therapy but still need practice using the same skill with other people, in different places, or with different materials. Generalization helps turn a practiced skill into something the child can use more broadly in everyday life.
For example, a child may first learn to ask their therapist for help. The next step might be practicing the same skill with a parent, teacher, sibling, or peer. A child who learns to wash their hands in one bathroom may also practice in other bathrooms so the routine does not depend on one specific setting.
At Hand Over Hand, our Integrated ABA Centers operate within preschool environments. When appropriate, this gives children opportunities to practice developing skills during familiar routines and around peers rather than only practicing them one-on-one.
12. Data Collection and Progress Monitoring
Data collection is how the ABA team keeps track of what is happening during therapy. Therapists record information about the skills a child is practicing so the BCBA can see whether the treatment plan is helping.
The type of information collected depends on the goal. A therapist might track how often a child completes a skill independently, how many prompts they need, how long they participate in an activity, or how often a particular behavior occurs.
The BCBA reviews that information along with observations and feedback from the family. This helps them see whether the child is making progress and whether anything in the treatment plan should change.
For example, if a child has been practicing a skill for several weeks but continues to need the same amount of help, the BCBA may decide to change the teaching strategy. Data helps the team make those decisions based on how the child is actually responding rather than simply continuing with the same approach.
Does Every Child Use the Same ABA Techniques?
No. ABA therapy is designed to be individualized, so two children may work on similar goals but learn them in very different ways.
One child may respond well to structured practice and repetition, while another may learn the same skill more easily during play or an everyday routine. A child may also respond well to one technique for communication skills and a completely different technique for daily living or social skills.
The BCBA looks at the child’s strengths, needs, interests, communication style, and progress when deciding how skills should be taught. The approach can also change over time as the child develops new skills.
What Does an ABA Therapy Session Look Like?
An ABA therapy session can include many different types of activities depending on the child’s goals. It does not necessarily mean sitting at a table and practicing skills for an entire session.
A child might practice communication while playing with a favorite toy, work on following directions during a game, practice getting dressed or washing hands, participate in a group activity, or spend some time on a more structured learning task. Several of the techniques above may be used during the same session.
For example, a therapist might use modeling to show a child how to complete a task, provide a prompt when the child tries it, use positive reinforcement when they are successful, and then practice the same skill later during a more natural activity.
Throughout the session, the therapist follows the treatment plan developed by the BCBA while also paying attention to how the child is responding. The level of support can be adjusted so the child continues to have opportunities to learn and become more independent.
ABA Techniques Should Fit the Individual Child
There are many techniques used in ABA therapy, but the goal is not to use as many techniques as possible. The goal is to choose teaching approaches that make sense for the individual child and the skills they are working on.
A child may need more support with a new skill at first and less support later. They may learn some skills through structured practice and others during play or everyday routines. As their abilities and needs change, their treatment plan can change with them.
At Hand Over Hand, therapy is individualized based on each child’s current skills, communication style, interests, family priorities, and everyday needs. Our team works with families to identify meaningful goals and help children build skills they can use at home, at school, and in their community.
Contact us today to learn more about ABA therapy and how individualized treatment can support your child.
