Things to Consider When Choosing an ABA (Applied Behaviour Analysis) Provider in Ontario
- Balance Support & Self Care Studios
- Feb 21
- 10 min read
Updated: Mar 10
*** Note: There are hyperlinks in this post ***
This post is about ABA. However, it is not meant to imply that ABA is the only thing that parents should look into when considering what supports to get for their child/children. This is meant to present relevant information so parents/caregivers can make informed decisions.*
Everyone’s needs are different. So, the types of supports required will vary from individual to individual. Some may benefit more from things such as speech therapy, occupational therapy, counselling, etc. Not all providers are alike. Be sure that you thoroughly check credentials and ask questions to make sure that the provider is well-suited to meet your child’s needs and has their best interests in heart.
Also, keep in mind that your child's needs will change over time. So, the types of supports and interventions they require will also change. For a list of neurodiversity-affirming therapists, go here
ABA does not and can not address everything. For example, sensory issues and fine motor skills are better addressed by an OT. If your child is non-speaking, it may be best to acquire the services of an SLP. Look at your child’s individual strengths and needs to determine what supports they require.
JUST BECAUSE YOUR CHILD IS AUTISTIC, IT DOESN’T AUTOMATICALLY MEAN THEY NEED ABA (or even therapy for that matter). Keep this in mind as many will suggest or recommend that you seek out ABA for your child. Parents/caregivers can do so much to support their child by learning about autism (especially from #ActuallyAutistic individuals) and using strategies to accommodate their neurotype in their daily life. If your child is registered in the OAP (Ontario Autism Program), there are free programs where you can learn more about autism. For more information about the OAP, go to our blog or the Ministry website
The costs associated with ABA services can vary greatly across agencies. Don’t assume that higher prices mean higher quality. Things like overhead, salaries, materials, etc. will impact the cost of service.**
Please note, however, this is not an exhaustive list of questions and considerations. There are more details and resources linked down below. A quality provider should provide open communication, listen to concerns, refrain from using too much technical jargon (or at least be able to explain the terms), and give clear expectations. Seek out other families who are currently (or have been) in service, connect with support groups for recommendations and don’t be afraid to ASK questions.
*Providers may offer a variety of services (1:1, group sessions, social groups). Much of the information presented here applies more to direct 1:1 service. However, the questions may be adapted to suit your needs and situation.
**It would be tricky to determine what the average hourly rate for ABA is. There are many factors to consider such as format (1:1 or group), clinical supervisor (psychologist or BA), travel, location (in-home or in-centre), etc. Some providers will do an “all-in” hourly rate that includes everything and others will break everything down separately. Providers should be upfront with their fees. Make sure there are no hidden costs
If you would like to print off these questions, go to the view-only link HERE
1. Who works with your child?
Clinical Supervisor (CS) – This person will assist in the establishment of treatment goals and guide those who are directly delivering services. The CS may be a Clinical Psychologist or Registered Behaviour Analyst (RBA). A CS may also be called a CIC (Clinician-In-Charge).
Senior Therapist (ST) – The Senior Therapist is your bridge between the front line workers and the CS. They oversee the day-to-day programming and report back to the CS. Sometimes this person serves as your “go to” person if you have any questions regarding your child’s service plan and programs.
ABA Therapists – These are your front line workers. They may also be called Instructor Therapists (ITs). They are supervised by the Senior Therapist or Clinical Supervisor.
NOTE: While the Ontario Autism Program (OAP) has requirements that Clinical Supervisors must meet, there are none for Senior Therapists and Instructor Therapists (only recommendations). Generally, STs and ITs have a university degree or community college diploma in a related area such as sociology, psychology, behavioural science, early childhood education, or child and youth work.
Other team members may include:
Speech Language Pathologist
Occupational Therapist
Physical Therapist
Case Manager
Social Worker
NOTE: In the past, clinical supervision could be provided by either a Clinical Psychologist or BCBA (Board Certified Behaviour Analyst). On July 1, 2024, regulation of BCBAs commenced. The protected title is Registered Behaviour Analyst (RBA). The College of Psychologists of Ontario (CPO) took on the task of also regulating RBAs. In addition, the college was renamed the College of Psychologists and Behaviour Analysts of Ontario (CPBAO). The credentials of BCaBA (Board Certified Assistant Behavior Analyst) and RBT (Registered Behaviour Technician) are no longer recognized in Ontario as the Behavior Analyst Certification Board (BACB) has decided to discontinue certification in Ontario. Parents/caregivers have to do their due diligence to make sure that the clinical supervisor of their child’s ABA program is registered with CPBAO
2. Programming
Your child has a learning profile that is unique to them. A quality ABA program uses assessment results to inform curriculum targets. A behavioural intervention curriculum is broad in scope and targets a range of developmental areas.
What assessments are used to create a child’s Individual Service Plan (ISP)?**
An assessment should be done prior to service in order to determine skill set and areas of need. A few tools are listed below. Others include the AFLS, PEAK, etc. Which assessment tool is used depends on skill set, age, desired goals, etc. Keep in mind that this is more for 1:1 service and may not necessarily be done for group programs.
Be wary of service providers that tell you how many hours your child requires or offer you 'off the shelf’ interventions without first doing an assessment. ABA is supposed to be individualized. Doing an assessment is best practice and is required to determine what the clinical needs of the individual are.
** Sometimes this is referred to as the IPP (Individual Program Plan) or Behaviour Plan (BP)
When is the ISP provided to parents to review?
An initial ISP should be provided within the first 30 days of service.
NOTE: The assessment itself may take a few days to complete.
Can parents/caregivers add their input at an ISP meeting?
Parents/caregivers should be encouraged to add input to their child’s ISP before, during or after the meeting.
What can be added to the ISP?
Parents/caregivers should be able to discuss potential goals that they feel are important to their child and family. These could be short and/or long term goals. Some providers may incorporate parent input at the time of the ISP meeting. Others may discuss goal setting before the ISP is created.
How will the program be individually tailored to meet the needs of my child?
Your provider should create an ISP based on the assessments conducted, direct observation and discussion with you. A program should be based on a functional sequence of skills and fits with your child’s learning profile. The ultimate goal is to teach your child new skills.
What domains or program areas are covered in the ISP?
The ISP is a comprehensive document. It will include programming across a wide range of curriculum areas. Programming will not just focus on one or two developmental domains.
Comprehensive developmental domains can include, but are not limited to the following: Attending, Functional Communication, Expressive Language, Receptive Language, Matching/Visual Performance, Fine Motor Skills, Gross Motor Skills, Imitation Skills, Personal Care Skills, Pre-academic Skills, School Participation Skills, Play Skills and Social Skills.
How often is the ISP updated?
ISPs should be updated minimally every 6 months
How do you manage and reduce “challenging” behaviour?
Your service provider should adopt a functional approach to address behaviours that may interfere with your child’s learning. These types of behaviours may be called “challenging” or “inappropriate”. This functional approach will include a baseline assessment to help determine if a more formal Behaviour Support Plan is required. Your service provider will conduct further assessments to help determine the reason (or function) behind why your child is engaging in these behaviours. If a Behaviour Support Plan is required, it will focus on reducing the “challenging” behaviour as well as building skills. Prior to implementing a Behaviour Support Plan your consent will be obtained.
NOTE: What we call “challenging” behaviour is really a sign of an unmet need. Astute providers should endeavor to determine what supports the child requires (i.e. incorporating visuals, reducing sensory stimuli, providing a quiet space, etc.) and what new skills (i.e. communication, self-regulation, etc.) need to be taught. Behaviour is communication. Have to determine what it is that they’re communicating
How do you include parents in programming?
Parents/caregivers play a key role in helping their child generalize skills learned through ABA into other environments. Parents and service providers will work together to ensure skills learned in one environment are able to be demonstrated in other environments.
Parents/caregivers should be involved in the entire process (from the initial assessment, program development, data collection, etc). And, they should assist in making sure the skills being learned are used in the natural environment (school, home). Be wary of ABA providers that do not want your input or feedback.
Be sure to share your goals and any cultural considerations with the prospective provider to ensure that they align with what the provider can offer.
NOTE: Parent learning or parent training is very important. Many make the mistake of leaving all the teaching up to therapists. However, your children spend the most time with you. Ask the provider to teach you strategies you can use at home and in the community that will help support your child and generalize the skills they are learning in-session. Once you have found a team that meets your child’s needs, invite them to attend school meetings. They would be able to inform the school of your child’s needs, what strategies are being used, and the goals that are being worked on. Learning about autism and how to support your child at home is vital. Understanding your child’s neurotype can have a huge impact on daily life. Even without access to therapy and funding, there is still a lot that parents/caregivers can do themselves. In order to learn more about autism and how to support their child, families registered in the OAP can access Foundational Family Services. More information can be found here
3. Data Collection
Do you collect data to assess my child’s performance?
Your service provider should collect data on a number of different areas including skills that your child is learning and has already learned.
How often is data collected?
Data should be collected frequently throughout the day/session
How is data used?
Data collected are used in order to help your service provider determine if what is being taught is being learned
How will progress or lack thereof be evaluated?
Your service provider should have documented revision criteria that will inform their decisions about how to adjust the program to ensure your child is learning at their best.
4. Provider information
Research supports implementation by well-trained, well-supervised staff. The people working directly with your child should have specific training, supervision, and extensive clinical experience in provision and supervision of ABA for autistic children. Some providers hire their own staff, while others supervise/train staff that are hired by the family. Staff should be trained in both the theoretical principles and the practical teaching methods of ABA. This training should not be “one time” but ongoing. Staff training should also include mandatory reporting such as duty to report to Children’s Aid Society (CAS).
5. Supervision
Is there clinical oversight?
There should be a Clinical Supervisor (or CIC = Clinician-In-Charge) who is responsible for overseeing, monitoring, and evaluating the assessments and ISPs. Clinical supervision may be provided by either a Clinical Psychologist or Registered Behaviour Analyst (RBA).
What is the frequency of live supervision with the child in therapy by the Clinical Supervisor?
This should be a minimum of once per month.
What is the frequency of live supervision with the child in therapy by the Senior Therapist?
A minimum of once every week. Your provider should be able to adjust supervision to best meet your child’s needs.
6. Training
Please briefly describe your staff training model. How often do junior staff receive supervision and what are the credentials of the supervisor? How often do staff receive training?
Your service provider should be able to describe a comprehensive training model that includes both new staff training as well as ongoing training.
7. Parent Involvement
Parents/caregivers have an important role on their child’s team. A service provider should offer parent training in a variety of formats.
Do you offer parent training/parent learning? How often?
The service provider should outline parent training opportunities that cover information on ASD in general as well as child specific teaching strategies.
If you have an OAP number, you can access Foundational Family Services. This part of the OAP consists of FREE 1:1 consultations, groups, workshops, etc meant to teach you more about your child’s neurotype and how to support your child at home
Are parents able to observe their child? How often?
Parents should be allowed to observe their child during a session. How this is arranged should be described by the provider.
How does the provider communicate with the parents?
The service provider should have practices that involve regular communication with the family. This may be in the form of a regularly scheduled phone/face to face meetings or a Daily Communication Book that is filled out by the staff. Daily communication may include successes, challenges, changes made to the program, and any observations that may be useful for the family. In addition, next visit dates by the Clinical Supervisor and Senior Therapist are noted.
Other Considerations (Courtesy of Mrs Speechie P)
Resources:
Finding a therapist:
NOTE: These are self-reporting sites. Presence on these lists does not constitute endorsement or competence. Please personally verify credentials before entering into a contract / agreement with a provider. Note that you can hire a provider not registered on the OAP Provider List. They just have to be registered with their respective regulatory college and in good standing.
References:
* Disclaimer: Please note that the content posted here is provided for general informational purposes only and does not constitute legal or other professional advice on any subject matter whatsoever. Furthermore, all content mentioned is not guaranteed to be accurate, complete, reliable, current or error-free. In using this website, you accept that Balance Support and Self Care Studios will not be held liable for any discrepancies or errors, claims, liabilities, losses, costs, damages or expenses (including attorney's fees) arising from the use of the information contained thereon. The resources, products, and providers listed do not signify endorsement. It is your responsibility to verify any information obtained from this website to your own satisfaction
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