"The Learn 2 Learn Clinic’s role has involved supporting a pupil with autism access the learning environment and delivering his school based ABA programme successfully.” -  A Classroom Teacher

What is ABA

Today, Applied Behaviour Analysis (ABA) is widely recognized as a safe and effective treatment for autism and related disorders. Applications of ABA are providing substantial improvements in the lives of children and young people with Autism Spectrum Disorder (ASD) and other developmental delays. 

There are a lot of studies have showed that many children with autism and related disorders experience significant improvements in learning, communication and facilitate achievement  when they engage in high-quality ABA programs. Especially some pre-schoolers who engaged early intensive behavioural intervention for two or more years can able to take part in integration placement in mainstream schools.

Applied Behaviour Analysis (ABA) is a science devoted to the understanding and improvement of human behaviour. Applied behaviour analyst focuses on objectively defined behaviours of social significance.  (Cooper, Heron & Heward, 2007).

Each individual /child has very unique and specific needs and skills. ABA-based teaching strategies and methods provide specifically designed programmes for individual needs.

These programmes break down from complex skills into simple, easy-to-follow teaching steps known as Discrete Trial Teaching (DTT). Each programme includes a written explanation of its teaching procedure. 

Therapists use the best scientifically based teaching procedures, such as Verbal Behaviour (VB), Pivotal Response Training (PRT), Natural Environment Training (NET), Precision Teaching (PT), functional communication training and any other data-based, empirically validated treatment strategies to teach the student through in one to one session. 

Data is collected on responses made by the student to determine the progress being made. When thought skills are learnt, new learning skill items will be added to teach. 

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