RESULTS
Teaching Meaningful Communication — More Than Just Words
A child may be able to say words like “car” or “water,” but that doesn’t always mean they can communicate what they truly want or need. Being able to request — to speak up for themselves — is one of the most important skills a child can learn. ABA therapy focuses on teaching children to make functional requests that others can clearly understand and respond to. Using evidence-based strategies like prompting, reinforcement, and, where appropriate, tools such as PECS, children are supported to move beyond passive labelling and start expressing their needs independently. Learning to request reduces frustration, increases confidence, and helps children develop a reliable way to connect with the world around them.
Teaching Meaningful Communication — More Than Just Words
A child may be able to say words like “car” or “water,” but that doesn’t always mean they can communicate what they truly want or need. Being able to request — to speak up for themselves — is one of the most important skills a child can learn. ABA therapy focuses on teaching children to make functional requests that others can clearly understand and respond to. Using evidence-based strategies like prompting, reinforcement, and, where appropriate, tools such as PECS, children are supported to move beyond passive labelling and start expressing their needs independently. Learning to request reduces frustration, increases confidence, and helps children develop a reliable way to connect with the world around them.
Supporting Communication for Non-Vocal and Pre-Verbal Children
Many of the children we support are not yet using spoken words to communicate. As a BCBA-led team, we recognise how essential it is to give every child a way to express their needs, wants, and preferences — even before speech develops. Whether a child is pre-verbal, non-vocal, or has limited speech, we focus on developing functional communication that is meaningful, reliable, and tailored to each individual.
Many of the children we support are not yet using spoken words to communicate. As a BCBA-led team, we recognise how essential it is to give every child a way to express their needs, wants, and preferences — even before speech develops. Whether a child is pre-verbal, non-vocal, or has limited speech, we focus on developing functional communication that is meaningful, reliable, and tailored to each individual.
As children grow and their needs evolve, we may introduce AAC (Augmentative and Alternative Communication) systems such as speech-generating devices or apps, offering more advanced options for those ready to move beyond PECS.
Families often ask us whether their child will remain non-vocal. These are deeply personal and important conversations. While we can’t predict speech outcomes, what we can do is ensure that every child has a voice — whether that’s through speech, symbols, or technology — and that they are empowered to use it with confidence and purpose.
Reducing Challenging Behaviour
Challenging behaviour is often a child’s way of saying, “I need help,” especially when they don’t yet have the words or skills to express themselves. With the right support, these behaviours can reduce as children are taught better ways to communicate and cope. The graph below shows how one child made steady progress through their ABA programme with a clear drop in challenging behaviour in 11 months. This is something we see often in our work: as children learn how to request, choose, and express themselves, their frustration decreases and their confidence grows. ABA isn’t just about reducing behaviours — it’s about giving children new, more effective ways to express their needs and succeed in everyday life.
Reducing Challenging Behaviour
Challenging behaviour is often a child’s way of saying, “I need help,” especially when they don’t yet have the words or skills to express themselves. With the right support, these behaviours can reduce as children are taught better ways to communicate and cope. The graph below shows how one child made steady progress through their ABA programme with a clear drop in challenging behaviour in 11 months. This is something we see often in our work: as children learn how to request, choose, and express themselves, their frustration decreases and their confidence grows. ABA isn’t just about reducing behaviours — it’s about giving children new, more effective ways to express their needs and succeed in everyday life.
Building Independence at Mealtimes
When we first began working together, Isara needed full physical support to eat — even to bring a spoon to his mouth. Like many children, he found mealtimes challenging and relied entirely on others to guide him. Through a structured and personalised ABA programme, we broke the task down into manageable steps, used motivating rewards, and celebrated every success. With time, consistency, and encouragement, Isara began to take the lead — lifting the spoon himself, coordinating movements, and eventually eating with full independence. As the photos show, he progressed from needing hand-over-hand support to feeding himself proudly and confidently. This is the real power of ABA: building independence in everyday routines that matter.
Building Independence at Mealtimes
When we first began working together, Isara needed full physical support to eat — even to bring a spoon to his mouth. Like many children, he found mealtimes challenging and relied entirely on others to guide him. Through a structured and personalised ABA programme, we broke the task down into manageable steps, used motivating rewards, and celebrated every success. With time, consistency, and encouragement, Isara began to take the lead — lifting the spoon himself, coordinating movements, and eventually eating with full independence. As the photos show, he progressed from needing hand-over-hand support to feeding himself proudly and confidently. This is the real power of ABA: building independence in everyday routines that matter.
Building Imitation Skills — A Foundation for Learning
Imitation is one of the first building blocks of learning. For children with communication delays, being able to copy simple actions — like clapping, waving, or stacking blocks — helps unlock language, social interaction, and play. The graph below shows how one child steadily gained motor imitation skills month by month through their ABA programme. These early gains are key to bigger developmental milestones. Strong imitation skills help children learn faster, follow instructions more easily, and participate more confidently in group activities. Through structured teaching and reinforcement, ABA helps children master these foundation skills in a way that’s fun, meaningful, and motivating.
Building Imitation Skills — A Foundation for Learning
Imitation is one of the first building blocks of learning. For children with communication delays, being able to copy simple actions — like clapping, waving, or stacking blocks — helps unlock language, social interaction, and play. The graph below shows how one child steadily gained motor imitation skills month by month through their ABA programme. These early gains are key to bigger developmental milestones. Strong imitation skills help children learn faster, follow instructions more easily, and participate more confidently in group activities. Through structured teaching and reinforcement, ABA helps children master these foundation skills in a way that’s fun, meaningful, and motivating.