ABA FAQs | Commonly Asked ABA Questions

Does my child need a diagnosis to receive services?

If your child is over 3 years old, they will need a diagnosis of autism for services. You may seek a diagnosis by getting a referral from your pediatrician and getting an evaluation conducted by a licensed diagnostic professional such as a neurologist. If your child is under three years old, you may qualify for early intervention services without a diagnosis. Please see the information here.

How long will my child need to be in ABA therapy?

The duration of your child needing ABA therapy will depend on factors such as age, level of delays, and response to ABA treatment. Because we cover a wide range of developmental areas and need to ensure generalization of skills across people and settings, you should expect your child to need ABA therapy for at least 1-2 years, and often longer.

Do I need to be present during therapy?

All ABA therapy requires an adult over 18 years old to be present in the home, except in clinic sessions where a caregiver does not need to be present, and you may drop the child off. Caregivers do not need to participate in the entirety of direct ABA therapy sessions but are required to participate in parent training and communication with supervisors and board-certified behavior analysts. The more you participate in your child’s therapy, the better able you will be to implement strategies into your home and help your child meet their goals.

How many hours per week is the commitment?

The hourly commitment will depend on various factors, but children within our direct ABA therapy program can expect to be scheduled for 10-40 hours per week of sessions.

How long does the assessment process take before we can start services?

The length of the assessment procedure differs, usually ranging from two to six weeks, depending on staff availability. Various elements, including the arrangement of required assessment sessions, obtaining insurance cover ABA therapy approvals, and providing sufficient time for an in-depth review by the Board Certified Behavior Analyst (BCBA), can influence this period. This process guarantees a thorough and meticulous evaluation tailored to the unique requirements of your child.

What training does the behavior technician have before working with my child?

Our BTs have extensive initial training through our company and a 40-hour registered behavior technician (RBT) certification training provided by an outside training program. BCBAs and Clinical Directors provide ongoing training during and outside of 1:1 sessions.

Spectrum Behavioral Therapies | ABA Therapy Orange County, CA

Myths and misconceptions

I heard Applied Behavior Analysis makes children rote learners who respond like robots.

A quality ABA therapy program does not only teach basic questions and answers (for example: “Tell me a vehicle,” and the child says “Car” each time). Here at Spectrum, we may start with basics (depending on your child’s needs), but we ensure generalization to the natural environment throughout the process. For example, we may teach the child to name various vehicles by looking at picture books, watching videos, and going out in the community. We may later teach the child to build more complex sentences and have conversations about their favorite vehicles, differences between cars, etc. Ultimately, when teaching these skills, the goal is to meet the child where they are and build up to the functional application of these skills into more extensive skills and their natural environment/socialization opportunities.

I heard ABA therapy uses punishment when correcting behaviors.

Although behavior analysis principles address reinforcement and punishment as the means for anyone’s behavior to increase or decrease, an ABA therapy program should not be based on punishment procedures. Here at Spectrum Behavioral Therapies, we focus on teaching appropriate behaviors/skills and then reinforcing those behaviors. When problem behaviors occur, reinforcement is unavailable, so the behavior technician will introduce a more appropriate behavior and then reinforce that behavior. In rare instances, a behavior may be more severe (i.e., aggression toward younger sibling), and specific punishment procedures (i.e., removal of a preferred activity for a short duration) may be utilized, but only with parent permission and under the supervision of a BCBA supervisor.

I heard ABA therapy is not effective for children over six years old.

Although services provided for children under six years old are incredible, and learning is conducted at a high rate, ABA therapy has been proven to be effective for children over six years old and even for adults with various diagnoses! We have had great success with clients of all ages, including adults, and the goal is always to make the individual more independent and find more ease when navigating and participating in their environment.

Early Intervention FAQs

What happens when my child turns 3?

The early intervention program is designed to help your child begin meeting milestones by age three and not require further support thereafter. If the child continues to demonstrate delays at age 3, we may recommend seeking an evaluation for autism or other disorders. You can get a referral from your pediatrician if you want an assessment.

What if my child is under three years old and has a diagnosis?

Direct ABA therapy is available for children under three who have a diagnosis of autism. Early intervention is not accessible to those with a diagnosis of autism; however, these foundational goals can be addressed during direct ABA therapy as well.

Do I need to be present during these sessions?

Parent participation during early intervention sessions is critical so you can use the ABA strategies provided to you within sessions to continue teaching outside of sessions and maximize your child’s progress. You are your little one’s most important teacher, so it is key to their success that these sessions are used to support you.

Do I need to be present during these sessions?

How many sessions per week?

Early intervention sessions can occur as few as two times per week or as many as five times per week, and session length can be 1.5-3 hours long. Session frequency and duration will depend on the number of early intervention hours recommended during assessment and other factors.

Adult ABA Therapy FAQs

For more information about our Adult ABA Therapy program, click here.

Does insurance cover services for individuals over 21 years old?

Unfortunately, insurance does not cover services for children over 21 years old. You can access adult services by contacting Regional Center (Regional Center of Orange CountyIntake and Assessment Department (714-796-5354)

Social Skills FAQs

For more information about our Social Skills program, click here.

How are social skills groups structured and organized?

These groups operate within a structured framework designed by aba therapist coordinators under the oversight of the clinical director. A comprehensive curriculum is created and consistently modified based on the specific needs of participants, ensuring a practical approach to social development. For example, some groups are geared toward parallel play, some focus on school readiness, and some emphasize teen social concepts. Each group session has a task and activity schedule that allows members to follow a group plan while maximizing opportunities to target these various skills socially.

What skills are taught during social skills classes?

The curriculum for each group encompasses age- and level-appropriate skills while allowing for the child’s ABA therapy goals to be incorporated by their 1:1 behavior technician (BT). Skills addressed include crucial aspects, such as interactive play, sharing, conversation, following group directions, circle time activities, and attending to group instructions. Monthly themes and reinforcing activities keep the groups motivating and fun for all ages and levels.

How is my child placed in a group for social skills?

At Spectrum Behavioral Therapies, children are placed in groups according to the specific needs of each child. Children are grouped with peers who are similar not only in age but also in developmental level, shared goals, and common interests. This ensures that the activities and goals are appropriately challenging and engaging for all participants, which is crucial for ensuring progress and increasing motivation to attend and participate in groups.

Does my child attend with a 1:1 ABA therapist?

Yes, your child will attend their group with their behavior technician (BT), which will be part of your permanent ABA therapy schedule. The BT will be responsible for implementing your child’s ABA therapy goals and supporting them through the structure of each social skills session. The BCBA will also help with socialization program adjustments during their designated overlaps.

School Readiness FAQs

For more information about our School Readiness program, click here.

How do I know if my child is ready for school?

A child demonstrates school readiness when they can learn from different people and demonstrate skills across different environments. The child should be able to follow both individual and group instructions with minimal prompting, transition between activities, attend to group activities, sit for long durations, and complete complex and non-preferred tasks with minimal guidance. Ultimately, school readiness is demonstrated when the child can learn new skills without requiring individualized one-on-one support.

Isn’t it better to enroll my child in school so they can learn school skills there?

Placing a child in a school readiness program before they enter formal education is imperative to ensure they acquire essential classroom success skills. These foundational skills are necessary for children to find themselves consistently behind their peers because the school often needs to be equipped to teach one-on-one skills that are expected to be demonstrated in the class setting. In our school readiness program, children are provided with necessary tools such as learning from various sources, following individual and group instructions, transitioning between activities, sitting for extended durations, participating effectively in social opportunities, and completing complex and non-preferred tasks. Through this proactive approach, children develop the self-sufficiency to learn and adapt as they progress through their academic journey. Dedicating a school readiness program as a preventive measure minimizes the need for additional support down the road.