There is often a misconception that ABA programmes take place mainly at home, but in my experience, this is far from the truth! One of my favourite things about my role at Skybound as a BCBA and UK-BA is the incredible variety it offers and how we can create bespoke programmes tailored to each child and their family. Not only do I work in homes and at the Skybound Therapy Centre, but a large part of my week is also spent working in schools.
Tailoring Support to Each Child’s Needs
As a consultant, I work in several mainstream schools, with each programme designed to meet the specific needs of the child. For some, this may involve focused individual work on reducing behaviours that challenge and building skills, with opportunities for socialising with peers throughout the day. For others, this may be supporting the child to access the curriculum with behaviour supports, or with slight adaptations. There may even be a combination of both, with classroom engagement and following the curriculum as the main goal, complemented by supplemental skills-boosting sessions throughout the day to help the child become more independent and engage more with classroom activities.
The Process: Observing, Supporting, and Integrating
The process often begins with classroom observations to understand how the child interacts within their learning environment. In some cases, initial support takes place outside the classroom, particularly when behaviours that challenge are high or disruptive. This approach allows us to focus on developing cooperation, tolerance, and coping skills in a safe space while still encouraging participation in play and lunchtime activities with peers.
By collecting and analysing data to identify the factors maintaining these behaviours, we work towards reducing them while also increasing functional communication. As progress is made, we gradually transition to the next stage—helping the child generalise their cooperation skills. This typically moves from working with adults only to interacting with both adults and peers, and eventually to engaging independently with peers.
This step-by-step approach supports the child in becoming more integrated within the class, fostering both social engagement and independence.
Child-Led Progress and Social Development
In my experience, working in mainstream schools often follows a child-led approach, where the child naturally indicates when they are ready for the next step. On several occasions, I have seen children begin to show greater interest in their peers, seeking more opportunities to be in the classroom and engaging in play during break times. When this happens, I allow the child to take the lead whilst I integrate skill-building programmes into their day.
While working with individuals in mainstream schools, I have frequently observed the compassion and kindness of their classmates. This sense of empathy and inclusivity is a valuable skill to nurture from a young age.
Supporting Special Education Schools
As well as working in mainstream schools, I also work in special education schools as a supervisor to train staff members on children’s individualised programmes. These programmes are based on assessments, and help the child to learn skills around academics, communication, and coping skills, which allow them to access more of the school day. Due to providing regular support, we are often able to problem-solve and quickly reduce behaviours that challenge.
The Power of Collaboration in Schools
Collaboration is essential in both mainstream and special education settings. During my visits, I frequently engage with the Additional Learning Needs Coordinator, class teacher, and the child’s support staff—whether that be a one-to-one teaching assistant or a behaviour technician. These discussions help ensure that the child remains at the centre of everyone’s efforts.
Following my visits, I share updated documents and plans with both school staff and parents, ensuring that we are all aligned and working together to support the child’s progress.
Celebrating Progress and Success
I have had the pleasure of watching many of the children I work with, in both mainstream schools and special education schools now engage in very low levels of behaviours that challenge. This has led to the child being able to engage in class assemblies, whole school assemblies, singing assemblies, sports days, Christmas concerts, baking activities, and school trips! The joy that this has brought to the child, their families, and their school staff has been so incredibly heart-warming to see!
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