Frequently Asked Questions

ABA (Applied Behavior Analysis) is a scientifically-based approach that helps children with developmental differences, including autism, learn important skills. It's not magic or an experiment, but a system based on observations, analysis, and targeted intervention. The child learns through rewards, play and step-by-step practice — all adapted to their level and pace.

ABA is like a personalized learning system built around the child. It helps not to 'change' but to teach — accessibly, gradually and effectively.

ABA is suitable for:

•children with autism spectrum disorders (ASD);

•children with ADHD, speech and developmental differences;

•when there are difficulties in learning, behavior, communication;

•when there are socialization difficulties, emotional regulation, self-care skills.

The methodology is flexible and adapts to individual goals and the child's level.

The program can cover:

•speech and communication development (including alternative);

•self-care skills: dressing, hygiene, cleaning, eating;

•improving play activity and interaction with peers;

•reducing destructive behavior (aggression, tantrums, refusal);

•preparation for school or kindergarten: sitting at a table, following instructions.

All goals are specific, measurable, and tied to real situations.

Each session is clearly planned work with individual goals. This can be play, learning to make requests, commenting, conversational speech, cleaning up toys, reading, recognizing emotions, or even brushing teeth. Everything is selected individually.

An ABA therapist is a specialist trained to work according to a behavioral protocol. They don't just 'work' with the child, but build a behavioral program, track changes and adjust strategies. The work is conducted under the supervision of a leading specialist (BCBA or equivalent level). The main difference from a teacher is that the therapist teaches not school subjects, but life skills: communication, independence, social behavior.

Key criteria:

•Education and certification: BCBA, IBA, or equivalent training.

•Experience: especially in working with children with similar characteristics.

•Approach: should be clear and transparent — what goals are set, how progress is evaluated.

•Connection with the child: the child should feel safe.

•Supervision and documentation: good quality ABA is impossible without them.

The earlier, the better.

ABA is suitable even for the youngest children: many programs start as early as 12-24 months.

If you notice that the child:

•doesn't respond to their name,

•doesn't make eye contact,

•doesn't show interest in other people,

•refuses communication or play,

•often repeats the same actions,

— this is already a reason to consult a specialist and start intervention.

Early start gives the best results. We don't wait for an 'official diagnosis' to start helping.

Yes, they can. And in such cases, it's especially important to work with a prepared team.

We use PBS (Positive Behavior Support), where:

•behavior is not evaluated as 'bad' but is considered as a reaction to internal or external difficulties;

•the goal is to replace behavior with safer and more effective ones, not to suppress it;

•work is built without punishments — only through analysis of causes, stress reduction, and formation of new strategies.

Results depend on:

•the child's initial level,

•session intensity (frequency and duration),

•consistency of approaches at home and in therapy.

Usually:

•first changes — within 1-2 months,

•sustainable changes — from 6 months and more.

The main thing is regularity and clear goals.

The more intensive — the higher the result. Ideally from 10 to 30 hours per week. But even 2-3 regular sessions per week will have an effect if maintained at home.

The therapist:

•collects data (how often the child performs the skill, how they react, what interferes);

•tracks dynamics;

•adjusts the program based on results.

If applied correctly — no. But unqualified specialists or work without supervision can lead to mistakes: overloading the child, wrong expectations, even making behavior worse. Choose specialists with verified training and clear work structure.

No. A well-structured ABA session looks like play: the child laughs, engaged in activities, receives rewards. But under this play is precise methodology that builds around skills needed in real life.

•Not 'training' or 'behavior correction at any cost'.

•Not a method to 'normalize' the child — the goal is different: to help them unfold and be independent.

•Not a universal solution, the same for everyone.

•Not work 'only with the child' — success depends on the whole team including parents.

ABA is a method, not magic. Its strength is in systematicity, adaptability, and scientific approach.

The parent is an active participant in the process. Expected:

•participation in discussing goals, progress, homework;

•supporting skills in daily life — in daily life the child applies what they learned in sessions;

•openness to learning: you will also learn much about behavior and development.

ABA therapy works only with the participation of the whole team. Parents are a key part of this team.

ABA advantages:

•scientific base, proven over time;

•flexibility and personalization;

•measurable results;

•compatibility with other approaches (speech therapy, occupational therapy, psychology, adaptive physical education).

ABA doesn't exclude other methods but often forms the foundation on which development is built.

Contact us — we'll tell, show, and guide you on where to start.

ABA is a journey. And the first step can be taken today.