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A technician can explain a teaching procedure clearly and still need help carrying it out during a session. A caregiver may understand a visual support but feel uncertain about using it when a routine changes. These are useful signals about what training needs to include. Behavioral skills training in ABA, [...]
A learner asks for a break, and an adult provides one. That exchange may look simple, but an effective functional communication training plan depends on decisions made well before the request: what assessment showed, whether the response is accessible, what the adult should do, and how the team will know [...]
A child may ask for a snack without being able to describe hunger. Another may say their stomach feels strange but have no words for what would help. A child who rarely requests a drink may need easier access to water, a reminder, or help communicating. Those situations can look [...]
A dental visit asks a lot of a child. There is an unfamiliar chair, a bright light, someone working close to their face, and equipment that may sound or feel uncomfortable. An autistic child may also need more time to understand what is happening or a different way to say [...]
Restraint collapse is an informal term some parents and professionals use to describe intense distress that appears after a child has spent a long period managing demands, sensory input, social expectations, emotions, or their outward behavior. It is not a medical diagnosis, psychiatric diagnosis, or formal autism diagnosis, and it [...]
Being a strong Registered Behavior Technician, or RBT, is not about running sessions perfectly or knowing what to do without help. An RBT is a paraprofessional who delivers behavior-analytic services under the direction and close, ongoing supervision of a qualified supervisor who is responsible for the RBT’s work. The best [...]
Info dumping is a common way some autistic people share a large amount of detailed information about a topic that matters deeply to them. It may be enthusiastic, highly specific, fast-paced, repetitive, or longer than a listener expects, but it is not inherently rude, selfish, inappropriate, or a behavior that [...]
New ABA Practice Guidelines (Version 3.0) Released by CASP: What ABA Practices Need to Know The Council of Autism Service Providers released Version 3.0 of its Applied Behavior Analysis Practice Guidelines for the Treatment of Autism Spectrum Disorder on April 29, 2024. The updated guidelines are intended to help healthcare [...]
Monotropism is an attention-based theory that proposes some autistic experiences may be understood partly through a tendency for attention to become deeply concentrated on a relatively small number of interests or activities at one time. Developed substantially by autistic researchers, the theory has become meaningful to many autistic people because [...]
Applied Behavior Analysis, or ABA, can be used in classrooms to support meaningful skills such as communication, independence, transitions, participation, and access to learning. In practice, many classroom strategies associated with ABA—clear expectations, visual supports, reinforcement, prompting, breaking complex tasks into steps, and collecting simple data—also overlap with effective teaching [...]
Technology is neither universally helpful nor universally harmful for autistic children. Its impact depends on what the technology is used for, how accessible it is, what content the child engages with, what important activities it may replace, how transitions are handled, and whether the child has the skills and support [...]
Asperger’s syndrome is no longer a separate diagnosis in the current DSM-5 framework. People who would previously have received an Asperger’s diagnosis are now generally diagnosed within Autism Spectrum Disorder, or ASD. However, many adults and families still use the term Asperger’s because it appears in older medical or school [...]
Stimming refers to repetitive movements, sounds, speech patterns, or sensory activities that a person may use for regulation, enjoyment, concentration, communication, or processing. Autistic people often stim, but stimming is not exclusive to autism. Non-autistic people also tap their feet, twirl hair, hum, pace, doodle, or repeat movements when excited, [...]
A meltdown is an intense loss of regulation that can happen when an autistic child becomes overwhelmed by sensory input, demands, pain, communication barriers, fatigue, uncertainty, accumulated stress, or several factors at once. It is not automatically deliberate misbehavior, and it should not be treated as though the child simply [...]
Halloween can be enjoyable for autistic children, but a successful celebration does not have to look like traditional trick-or-treating. The safest and most supportive plan is one built around the child’s communication, sensory preferences, comfort, safety needs, and willingness to participate. Some children may love costumes, decorations, neighborhood walks, and [...]
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