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ABA in Early Intervention

When ABA techniques are used for children as young as 2+ years old,
it is often called Early Intensive Behavioral Intervention (EIBI)

Early : Begins from a young age, as early as 2+ years old. 

Intensive : A recommended minimum of 20 hours per week of intervention.

Behavior : Uses the principles of ABA.

Intervention : Targeted intervention to teach new socially significant skills and to minimise the impact of difficulties/delays the child is facing.

How does EIBI work?

One to one adult to child intervention

Uses Discrete Trial Training (DTT) as a teaching procedure.

Increases positive and expected behaviours while reducing unexpected behaviours such as aggression and tantrums through positive reinforcements.

Intervention is customised to each child's skill level.

Skills includes, social emotional, fine and gross motor, cognitive, communication, play and functional (e.g. toileting and eating) skills.

Complex tasks will be broken down through task analysis into achievable units of behavior.

What skills does ABA with us cover?

ABA relies heavily on observing behaviour, so the skills and domains targeted are determined by the assessment tool the behaviour analyst uses. In Empowered4Life, we use ABLLS-R assessment tool to guide creating our Individualised Educational Plan (IEP) for your child! 

 

Key Domains Supported by ABLLS-R includes:

1. Cooperation and Reinforcers

  • Focuses on building cooperation, independence, and positive social interactions.

  • Aims to reduce challenging behaviours such as biting, hitting, scratching, or task refusal and more.

  • Based on Positive Behavior Support (PBS) to help children feel motivated to do what is safe and expected.

  • Emphasizes intrinsic motivation; helping children learn because they want to, not just for external rewards.

  • Incorporates Social Thinking methodologies to develop perspective-taking and social awareness.

  • Avoids the use of force or compliance-based methods; instead, promotes understanding, confidence, and sustainable growth.

 

2. Communication Skills
- We use verbal operants (Skinner,1957) a framework based on Skinner’s theory, to teach language and communication in a structured way. Verbal operants break communication into concrete and clear stages, helping individuals with special needs learn effectively.

Stages include:

Stage 1 - Echoic: Verbal Imitation is repeating words/sounds heard.
Example: Say "What's your name?" Your child repeats "What's your name?"

Stage 2 - Requesting (Mand): Stating what the individual wants from others.
Example: "I want the blue hat"; "Give me the cookie"; "Look at me"

Stage 3 - Labeling (Tact): Looking at something and stating what is it. Example:(Looks at butterfly) "This is a butterfly"
 

Stage 4 - Conversational Language (Intraverbal): Hearing and responding to questions. 
Example: "What color is the sky?" "It is blue"

4. Cognitive and Visual-Spatial Skills
- To develop problem-solving, reasoning, and visual-spatial understanding.

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5. Fine and Gross Motor Skills

  • We support your child in developing fine motor skills, such as improving finger strength, hand coordination, and writing skills.

  • We also focus on imitation skills, which help children learn from peers and participate in group activities.

  • Gross motor activities are included to strengthen body awareness, balance, and coordination which is essential for daily functioning and quality of life.


6. Independent Living Skills

  • Promoting daily life skills such as toileting training, bathing, eating, cooking, shopping, and using transportation.


7. Basic Academics

  • Supporting foundational skills in subjects like English and mathematics to improve their quality of life.

References:
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.

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