viljaba

Redefining "Graduation": The Journey of Transition and Continuity of Care

Sat, 27 Dec 2025 00:58:22 GMT

“If my child ‘graduates’ from ABA… does that mean they no longer need support?”

ABA done well has a goal: Help a child gain meaningful, functional skills so they can be as independent and confident as possible—not to change who they are, but to help them thrive in a world that was not designed with neurodiversity in mind.

What Does “Graduation” From ABA Actually Mean?

In ABA, “graduation” doesn’t mean the end of your child’s journey. It means the end of this chapter of therapeutic support—because the goals we set together have been met, mastered, and maintained.

Your child may be:

Communicating more independently
Managing daily living skills (like routines, hygiene, chores, mealtime)
Navigating school and peer environments more confidently
Demonstrating coping strategies and regulation skills
Showing independence that didn’t exist before

Graduation is an ethical conclusion of care , rooted in evidence-based practice, respect for your child’s needs, and a commitment to treatment integrity.

“ABA should never last forever. When programming works, children outgrow the need for intensive intervention.”

Autism Is Lifelong. ABA Doesn’t Have to Be.

Autism is lifelong. Neurodiversity is real, valid, and human. Our role on your family's care journey is to support learning, independence, and quality of life—without erasing identity, suppressing personality, or forcing masking.

When your child graduates from ABA, they are not “done developing” or “finished growing.” Instead, they’ve developed foundational skills that allow them to move into life with more independence, self-advocacy, joy, and capability.

And for many families, that’s a powerful milestone.

“Graduation doesn’t mean ‘goodbye forever’—it means, ‘You’ve learned these skills, and you don't need the support in a way you once did.’”

Parents Feel So Many Emotions—And All of Them Are Valid

When discharge conversations begin, families often share a mix of emotions:

✨ Pride
✨ Relief
✨ Uncertainty
✨ Fear
✨ Joy
✨ Grief for the comfort of routine ending

And sometimes, there is hesitation.

Some parents may feel worried:

“But what if they regress?”
“What if I don’t feel ready yet?”
“What if I still see struggles?”

We completely understand. Graduation doesn’t mean your child will never need help again. All children and adults need support in various ways. It means they have met the goals appropriate for this phase of growth.

“Every child’s path is different. Some will need lifelong supports, some won’t—but all deserve support that fits who they are.”

What Graduation Looks Like: A Real-Life Story

Note: Names changed for privacy

When “Evan” first began ABA, communication was extremely difficult. Transitions were overwhelming. Daily routines felt impossible for the family to manage.

Over time, through consistent therapy, family collaboration and data taking, and supportive interventions, Evan learned functional communication skills, emotional regulation strategies, and daily living independence.

He began advocating for himself, expressing needs, enjoying school, engaging socially, and managing his day successfully. By the time graduation came, his parents felt nervous—but they also saw their child thriving with his peers.

Today, Evan still has autism. That hasn’t changed. But he has the confidence, tools, regulation strategies, and independence to navigate his world with far more ease.

That is what graduation means.

Graduation Is a Transition of Care—not the End of Support

ABA graduation doesn’t automatically mean “no more services ever.” Instead, it may simply mean the right services at the right time shift.

Some children and families benefit from:

Occupational Therapy
Speech Therapy
Counseling or talk therapy
Social skills groups
Educational supports
Community resources
Periodic check-ins

And some children simply continue living their lives with the skills they’ve developed—without needing additional services for now.

For Illinois families, helpful resources include:

Our review on IEPs in Illinois
Insurance and open enrollment in Illinois for those with Special Needs
Our guide and resources to collaborative ABA in the daycare
Our first part in our series on toilet training

How We Prepare Families for Graduation

We carefully prepare families with:

Transition planning
Parent coaching and guidance
Maintenance strategies
Clear goals & progress review
Conversation space for emotions and questions
Collaboration with schools and other providers
Follow-up recommendations if needed

And if your child ever needs support again in the future, we’re here.

“Graduation isn’t closing a door. It’s stepping confidently into the next chapter.”

Gentle Reality: Some Children Will Always Need Support

Just as some individuals need lifelong medical care, mobility support, or educational support, some autistic individuals will always benefit from structured services—and that does not reflect failure. It reflects individuality, neurological diversity, and human variation.

What matters is that support is ethical, compassionate, affirming, and functional.

Why This Matters

This conversation matters because families deserve honest, hopeful, compassionate information about autism and ABA. Parents deserve to feel supported. Children deserve support that respects their identity.

And graduation should feel like what it truly is: a celebration of progress and growth .

Ready to Talk About Your Child’s Journey?

If you’re beginning ABA, in the middle of services, or curious about what graduation might someday look like—we’re here to support you.

�� Schedule a consultation
�� Ask questions
�� Learn more about how we approach meaningful, neuroaffirming ABA care

Your child’s journey is unique. Their future matters. And whether ABA is a short chapter or a long-term support, we’ll walk it with you thoughtfully, ethically, and compassionately.

Perhaps you're not ready to connect? - We have a number of great resources and events in the community to help you start your inclusive journey.

Accountability | Integrity | Empathy | Collaboration

Balancing Work and Care: Understanding the Invisible Cognitive Load on Working Parents of Autistic Children

Mon, 17 Nov 2025 06:32:11 GMT

Because every child deserves support — and so do the adults who love them.

Behind every child receiving thoughtful support is an adult working tirelessly to create stability, structure, and opportunity. Those efforts are powerful — but they also require energy, time, and emotional bandwidth. Caregivers deserve a system of support, too.

Where Caregiving and Compassion Meet

Today, we speak much more openly about neurodiversity — and that progress matters. Many organizations genuinely value autistic perspectives, celebrate differences in thinking, and work toward inclusivity. This cultural shift is essential.

But acceptance does not eliminate the reality that some children need additional, intentional support to thrive — not because autism is a burden, but because the environments around them often aren’t designed with neurodiversity in mind. Support needs vary widely by child, by setting, and by developmental stage. And when you are the parent or caregiver ensuring those supports are in place, your day involves layers of planning, preparation, and adaptation that others simply don’t see.

For working professionals, this invisible cognitive load is intensified by workplace responsibilities, deadlines, team dynamics, and the ongoing effort to show up fully in both roles.

“Supporting your child doesn’t diminish you — but it does expand your role.”

And like any person providing consistent support to someone else, you too deserve understanding, tools, and compassion. Putting the right systems in place take work and advocacy; and advocacy takes energy.

The implications of “Invisible Cognitive Load”

Invisible cognitive load is the mental work you carry — the background processing, the planning, the adaptation — that is not written on your calendar but is woven into your life.

For parents of autistic children, it may include:

anticipating sensory needs or potential triggers
adjusting routines or scaffolding transitions
preparing scripts or visuals for communication
coordinating therapy, school plans, and supports
navigating programs, insurance, appointments, and documentation
advocating across school, community, or healthcare settings
emotionally co-regulating with your child
thinking through unpredictability, structure, and regulation

And this happens simultaneously with the expectations of a caregiver's career.

“It’s not that your child is a challenge — it’s that supporting a child in a world not built for them takes intention, advocacy, and bandwidth.”

Your child is not the source of exhaustion.
The cumulative systems work is.
And recognizing that difference reduces guilt and allows space for self-compassion.

The Unique Pressure on Working Professionals

Working parents and caregivers experience a specific, often unspoken tension:

The pressure to be “ on ” in two worlds

At work you’re expected to perform, collaborate, innovate, and communicate. At home, you’re managing appointments, therapy schedules, sensory needs, and transitions. The shift between these mindsets is draining.

The myth of effortless balance

Professionals often feel they must present as endlessly composed, which can prevent honest conversations about caregiving responsibilities.

Fear of misinterpretation

Some parents fear that acknowledging their child’s additional support needs will be perceived as labeling autism negatively. The result?
Self-silencing — and more stress.

Career navigation with limited margin

Even high-performing professionals operate with reduced “buffer time,” which can affect:

promotions
networking
travel
social events
late meetings
after-hours work

“You're not choosing work over family or family over work — you’re choosing the version of yourself that each moment needs.”

Strategies for Professionals Balancing Career and Caregiving

Build a “support architecture,” not just a schedule

Professionals thrive when systems carry part of the load.

Try:

Pre-written communication templates (for teachers, therapists, managers)
Color-coded calendars for therapy, school, and home routines
A shared digital binder containing IEPs, evaluations, notes, care plans
Routine “scripts” or visuals that reduce daily decision-making

This turns cognitive load into external structure , freeing mental bandwidth.

Create a Home–Work Hand-off Ritual

Just like the routines we create for our loved ones, parents supporting autistic children may benefit from a transition routine between roles.

Examples:

3 minutes of deep breathing
Listening to a specific song
A short walk before entering work mode
A sensory “reset” like dimming lights or stretching
A journaling micro-session: “What’s my priority for the next hour?”

“You deserve transitions — not just tasks.”

Establish predictable flexibility with your employer

Instead of reactive requests (“I need to leave early today”), propose proactive stability:

One remote day weekly
Compressed workweeks
A no-meeting “start window” for therapy morning routines
Reduced travel
Core working hours
Optional camera-off meetings for sensory/mental breaks

The key is predictability , which benefits both you and your employer.

Build your “caregiving team,” even if it’s small

This doesn’t require a huge network. It can include:

one trusted family member
a supportive co-parent or partner
a neighbor for urgent pick-ups
a friend who understands meltdown dynamics
a therapist or social worker who helps coordinate care

The goal isn’t delegation of love — it’s delegation of logistics.

“You don’t need more hours in a day — you need more people supporting the hours you have.”

Protect your emotional bandwidth with intentional boundaries

Examples:

Decline optional late meetings
Reduce unnecessary social commitments
Communicate clear availability in your email signature
Record Loom videos instead of attending every live meeting
Ask for agendas beforehand
Reduce sensory-heavy environments when possible

Small boundaries create big energy savings.

Practice “micro-recovery” instead of long breaks

For caregivers, extended self-care isn’t always realistic. Micro-recovery can include:

90-second grounding exercises
quick body scans
5-minute stretching intervals
silent moments in the car before pickup
noise-canceling breaks
hydration/sunlight resets

Micro-recovery supports nervous-system health in high-demand days.

Support in the Workplace for Parents of Autistic Children

Promote Neurodiversity-Empowered Cultures

Companies benefit when they normalize conversations around differences and support needs — not just for employees, but for employees’ families.

Train managers on inclusive caregiving policies

A manager who understands:

flexible workload distribution
asynchronous collaboration
the difference between urgent and important
how to support employees with caregiving roles

…can dramatically reduce daily stress for parents.

Create peer networks or ERGs

Even two or three parents forming a group (employment resource group) can improve wellbeing and reduce isolation.

Replace assumptions with curiosity

The best leadership phrase is:

“What support would help you thrive in both your work and your life right now?”

Affirming Strengths — of You and Your Child

It is essential to ground this conversation in dignity:

Autistic children have strengths, talents, perspectives, and gifts.
Needing support does not diminish those strengths.
Recognizing support needs is not deficit-based — it is realistic and compassionate.
Caring for a child with different needs builds resilience and clarity in parents.
You are doing a job that requires adaptability, strategic thinking, emotional intelligence, and consistency.

“Your child’s needs do not define your family.
Your love and advocacy do.”

Supporting Children Means Supporting Caregivers

To the professional balancing deadlines, transitions, therapies, meltdowns, projects, IEP meetings, presentations, routines, and so much unseen emotional labor:

You are not failing.
You are functioning under extraordinary expectations.
And you deserve systems, compassion, and support—not silence, guilt, or pressure to minimize your experience.

Your child benefits from your structure, your presence, and your advocacy.
But you also deserve practical help, workplace understanding, and emotional rest.

“You are not just carrying your child’s support needs — you are carrying the whole system around them. No one should do that alone.”

If this resonates, consider sharing it with a colleague, HR leader, or fellow caregiver. The more we talk about the invisible cognitive load on professional caregivers, the more support we can build — for children and for the parents who champion them.

If having support would make this journey easier, we’re here . Connect with our team whenever it feels right or explore more of our topics on our blog .

Accountability | Integrity | Empathy | Collaboration

Year-Round Holiday Planning for Children with ASD | Mindful Considerations for Celebrations, Travel, and Special Events

Sun, 16 Nov 2025 17:37:10 GMT

Holidays are joyful, exciting, and full of memory-making moments — but they can also be unpredictable. For many children with Autism Spectrum Disorder (ASD), the very things that make holidays special (new noises, new faces, new routines) can also make them overwhelming.

“If I had to pick one takeaway that can most positively affect the neurodiverse populations we work with during holidays, it would be consistency. Do your best to maintain routine and listen to your child’s input.” —Sumita Argianas, LBA, BCBA, Clinical Director at Vilij ABA

Start with Consistency — the Foundation of Holiday Ease

Consistency isn’t about rigidity — it’s about preserving the parts of the day that help your child feel grounded. Holidays often disrupt school schedules, mealtime rhythms, therapy sessions, and bedtime routines. Understanding this ahead of time gives you a roadmap.

What consistency can look like:

Keeping morning or bedtime routines the same
Having meals at familiar times
Sticking with the same snack, coping, or reinforcement systems
Letting your child know in advance when things will differ

Small pockets of predictability can make big events feel far more manageable.

Communicate Early, Often, and Visually

Talking with your child, not just at them, is one of the most powerful tools for preparing for a holiday or event.

Use Visual Supports

Visual schedules, picture calendars, or social stories help outline:

Who will be there
What the event will look like
What activities might happen
When breaks are allowed

These tools transform the unknown into the familiar.

“What feels small to us — a new decoration, a different route home — can feel huge to a child whose sense of predictability is foundational.”

Resource Highlight:
The Duke Center for Autism and Brain Development offers a fantastic Travel Toolkit with editable social narratives and schedules for children with ASD. You can access that here !

Support Sensory Needs Before They Become Overwhelming

Holiday environments bring a mix of sights, sounds, smells, and activity levels — all potentially overstimulating.

“Speak with your child about holidays and traditions, instead of at your child. Preparation and communication can do wonders.”

Proactive Sensory Supports

Introduce new decorations slowly
Use dimmable lights or avoid flashing decorations
Bring headphones, fidgets, weighted lap pads, or sunglasses
Identify a “quiet corner” in any setting
Seek out sensory-friendly holiday events in your community

Large Gatherings — Plan, Equip, and Advocate

Family events can be wonderful but intense. Preparation makes all the difference.

Before You Go

Preview the menu with your child. Plan/prep the meal ahead. There may be a special diet for children/others that you need to consider. Take this time to involve your child as well. “It’s always a fun time to bake or make cookies. Your child will feel that they are an important part of the process, and you can take this opportunity to set up expectations of what’s to come,” shared Sumita. Another way to include others is making “grab bags” and bringing special snacks for your child/others to large gatherings/events. You can also share the menu with others/children in advance.
Designate a non-stimulatory room - If you can/are able to, designate an area of the event that will be a calming presence where a child can go and decompress without stimulation. Some items/activities can include weighted blankets, large pillows, or fidget toys.
Bring familiar foods , toys, or sensory supports
Explain expectations in short, clear steps
Familiarize your child with friends and family members before the event - Provide your child with pictures of family/friends before the gathering to give them the opportunity to know who will be at the event. You can prepare a photo album and occasionally share that with the child.
Let relatives know any boundaries:
“Please offer hugs only if they want one.”
“Loud cheering may be overwhelming.”

The needs of a child on the spectrum are diverse. They may not like to be touched, may have difficulty with social situations, or have limited ability to communicate. Let others attending know about what these special needs may be. Importantly, be an advocate for your child when they are unable. If, for example, they are not comfortable giving/getting hugs from others, do not be afraid to voice this to others. It is also an excellent opportunity to discuss consent and personal autonomy with your child.

During the Event

Arrive early — fewer people, less chaos
Bring activities/reinforcers with you to the gathering - You can bring a bag with you that is filled with reinforcing toys/activities or sensory regulatory stimuli. Some examples can include: Picasso tiles, slime, putty, play-dough. Bring enough so you are not using the same activity for the entire duration of the event. This will help keep the attention of the child.
Step out for breaks when needed
Don’t hesitate to leave early
Celebrate small wins, not perfect behavior

“Your child’s needs aren’t inconveniences — they’re guideposts. Advocate with confidence.”

Additional Considerations

Use caution with gifts - If you’re nearing a holiday where a toy will be given, use caution to not use the gifting of the toy as a reinforcer. A child may begin to perseverate (to focus exclusively) on the toy and lose focus on the event itself. Additionally, the length of time also serves as a diminished reinforcer. “I love a good piece of Portillo’s Chocolate cake,” shared Sumita, “but if you tell me I have to wait a whole month before you’re going to give it to me, I’m going to be a lot less motivated.” Instead, consider redirecting your child and reiterate that gifts are for fun and not necessarily for any type of behavior. Again, the length of time is what is key here between action and reward.
Decorations - Often times we will add things to a house to make festivities come alive. Speak with your child about any favorite decorations they may have, add decorations slowly, don’t miss out on this opportunity to include your child in the process wherever possible. A great way to make decorations inclusive can include homemade decorations if your child is able.
General Sensory Changes - Holiday’s often bring with it loud noises, bright lights, new smells, and large crowds. Sometimes, an event may not be the best to attend, and in those cases there are almost always alternatives. When searching for events look for keywords that indicate that they are sensory friendly or speak to your care team who often is aware of local area organizations and or events.
Sounds - If your child is sensitive to sounds, consider bringing a pair of headphones they’ve helped decorate with stickers of their favorite character(s).
Lights - If sensitive to lights, consider visors, hats, or sunglasses that allow for the stimulus to be diminished.

In all cases, involving your child in preparation and planning (including picking out the tool they will use to help them better manage their experience) builds their own coping repertoire and should make the event more enjoyable for them.

Holiday Travel — Structure + Flexibility = Success

Travel introduces new routines, environments, and transitions. A little planning goes a long way.

Top Travel Tips

Keep schedules light — don’t overfill the day
Bring a portable visual schedule
Pack familiar snacks, comfort items, and a “calm kit”
Maintain token boards or reward systems
Use countdown timers to help with transitions
Build in downtime after big activities

Resource Highlight:

Autism Research Institute offers additional materials for holiday social stories, online recipes and candy guide, coping strategies, among other resources here !

Self-Compassion for Caregivers — Because You Deserve Support, Too

Let’s normalize reality: holidays are busy, school breaks disrupt routines, and therapy schedules shift. Some days will feel messy — and that’s completely okay.

“If it’s not okay, it’s not the end. There’s always plenty of time to make up for hard days.”

You’re not aiming for perfect. You’re aiming for possible, and that’s more than enough.

Build the Holiday Mindset Year-Round

Holiday success doesn’t happen in one week — it’s shaped throughout the year.

Year-Round Strategies

Introduce small changes monthly
Practise flexibility in low-stakes moments
Reflect after each holiday:
What worked well?
What was stressful?
What can we do differently next year?
Collaborate with your ABA team before school breaks
Ask about maintaining routines
Plan skill-building activities
Discuss reinforcer strategies or transition supports

Join our Vilij!

We've spent a lot of time working with families to identify what works for their family and what doesn't. When we listen to your child and your family, we find solutions so that everyone can enjoy more inclusive and meaningful time together. We would be honored to work with your family if given the opportunity. If you’re ready to learn more, reach out to a member of our team at our contact page here !

Accountability | Integrity | Empathy | Collaboration

ABA Therapy in Daycare: A Parent’s Guide to How It Works and Why It Can Be a Strong Fit for Many Children

Tue, 11 Nov 2025 15:07:03 GMT

This is the second in our series on ABA in the daycare setting. To read our first post on in this series click here !

Choosing where your child receives ABA therapy is a personal decision, and one that often intersects with real-life needs: work schedules, childcare availability, commuting realities, and a child’s comfort in familiar spaces. For many families, daycare becomes the place where their child learns, grows, and now also receives individualized therapeutic support.

This article explains what ABA therapy looks like inside a daycare day, what your child might work on, and why a daycare environment, with all its noise and energy and rhythm, may actually be one of the most effective spaces for meaningful growth.

Why Some Parents Prefer Daycare-Based ABA

There’s no single “right” setting for therapy. But daycare brings unique strengths that often line up beautifully with a child’s developmental needs.

A Setting Where Children Already Know the Script

Daycare is a familiar world: small tables, cubbies, art stations, snack routines, favorite toys, and the same group of children every day. Many children learn best when they don’t have to adjust to a brand-new environment on top of learning new skills.

A Solution That Keeps Parents Working

Parents shouldn’t have to choose between employment and interventions/ABA therapy. Daycare-based ABA lets families maintain their routine without adding hours of transportation or schedule changes.

An Option for Families Without Nearby Clinics

Center-based therapy isn’t always accessible. Some communities simply don’t have them, and others have waitlists stretching months. Daycare-based ABA removes geography from the list of barriers.

A Place Where Natural Challenges Emerge

Daycare is rich with the kinds of situations that help children grow:

Waiting for a turn
Navigating social surprises
Handling noise or unexpected transitions
Responding to group instructions

These experiences help ABA therapists teach skills that feel real and usable in everyday life.

What ABA Actually Looks Like at Daycare

Parents often wonder: What will the therapist do? Will my child be pulled out constantly? Will it feel “clinical”?

In reality, daycare-based ABA is more about weaving support into the natural flow of a child’s day.

Quiet Coaching, Not Constant Hovering

Therapists stay close enough to guide, but not so close that the child feels detached from their environment. They blend into play areas, routine transitions, and group moments without changing the classroom dynamic.

Teaching Through Real Life Instead of Worksheets

Rather than bringing separate “therapy activities,” therapists often use what’s already happening:

A puzzle becomes a chance to practice asking for help
A crowded circle time becomes an opportunity to work on staying engaged
A dispute over blocks becomes a moment to practice communicating needs

The therapist’s job is to notice the learning opportunities hidden inside each moment.

Supporting One Child at a Time

The therapist’s attention is completely focused on the child they are there to support. They are not there to run group lessons or offer general classroom guidance. Having that extra supportive guidance when needed built on individual goals and programming is powerful!

Helping Children Build Internal Tools

Over time, children learn to:

Ask for what they want using clearer language
Manage frustration before it turns into overwhelming feelings
Use calming strategies
Participate more confidently in group routines
Initiate play or respond to peers independently

These skills often carry into home routines, community outings, and—later—school settings.

Skills Children Often Work On During Daycare-Based ABA

Although each child’s goals are individualized, daycare naturally supports a wide range of developmental areas.

Communication Skills

Expanding vocabulary
Requesting preferred items
Asking adults or peers for help
Using AAC devices naturally throughout the day

Social Learning

Noticing other children’s play
Joining in appropriately
Responding when spoken to by peers
Understanding personal space
Managing disappointment or sharing challenges

Flexibility and Coping

Keeping calm during loud or busy moments
Using coping tools (breathing, fidgets, visuals)
Handling changes in routine with less distress

Daily Living and Independence

Carrying personal items
Completing simple responsibilities
Practicing hygiene habits
Following one-step and multistep directions

School Readiness

Sitting for group activities
Attending to a teacher’s instructions
Matching, sorting, or early pre-academic skills
Imitating actions and sounds

These areas don’t need a specialized room. They flourish in everyday spaces where children see the purpose of what they are learning.

A Daycare Environment Helps Skills Spread Across Settings

One of the biggest challenges in early development is generalization—the ability to use a skill everywhere, not just where it was learned. A child might communicate beautifully during a quiet one-on-one session, but struggle during a busy lunchroom or playground moment.

Daycare is full of natural variety

Different caregivers
Different peer reactions
Different noise levels
Different routines on different days

This diversity helps children practice their skills across many situations, which strengthens long-term success.

How Therapists Respect the Daycare Environment

Rather than reshaping the daycare day, ABA therapists adjust themselves to the environment.

Therapists typically:

Follow the daycare’s schedule, not create their own
Use minimal materials to avoid clutter
Communicate directly with teachers when necessary
Move quietly around the classroom
Most importantly! - Honor the daycare’s preferred approach to routines and transitions

This respectful posture ensures therapy enhances the child’s experience without interfering with the group.

Parents Often Ask: How Do Therapists Manage Data in a Busy Setting?

ABA includes data collection so therapists can track progress and identify patterns. In daycare, this is done carefully and discreetly:

Using small devices or simple tally systems
Observing from nearby without interrupting play
Recording only what’s relevant to the child’s goals
Keeping information confidential

Most children never notice that data is being taken at all.

Communication With Families

Parents receive updates that may include:

What skills were practiced
New behaviors or strengths noticed
Strategies that worked well
Suggestions for home routines
Progress toward goals

This creates a triangle of communication between family, therapist, and daycare—each supporting the child in their own role.

Closing Thoughts

Daycare-based ABA is more than a convenient option. For many children, it becomes a familiar space where learning feels natural, where everyday moments turn into opportunities to build real-life skills, and where communication and social abilities can grow alongside peers. And for parents, it removes the barriers that often make therapy hard to access, easing the weight of time, transportation, and scheduling demands.

It lets families keep the rhythm of their day while ensuring their child receives the individualized support they deserve.

If you’re wondering whether this approach might be a good fit for your family, reach out to us on our Contact Us page! We’re here to answer questions, explore your options, and help you set up a meeting when you’re ready.

Accountability | Integrity | Empathy | Collaboration

Supportive ABA Therapy in Daycare & Parochial Settings: An Integrative and Collaborative Approach

Wed, 05 Nov 2025 03:44:52 GMT

This is our first article in our series on ABA in the daycare or parochial setting. You can read our parent's guide to daycare/parochial ABA here !

At Vilij ABA, we believe growth happens best in community—where children can learn, laugh, practice, and belong alongside their peers. Many parents and caregivers may not know that ABA services can provide additional support in the daycare and parochial school settings.

Note: This article is for general information, not insurance or legal advice. For the most accurate and up to date information, reach out to your insurance plan sponsor for more information.

Why this model works!

For children: Access to peers means more chances to practice communication, play, flexibility, and independence in the same places those skills are needed. Consistency across settings helps skills “stick” and reduces confusion. When expectations align between home, therapy, and classroom, kids can thrive.

For parents: Your child stays in a familiar routine with friends and teachers they love—while still receiving individualized support. You get clearer communication, less logistical juggling, and a team working from the same playbook.

For centers: You gain trained support in the room, coaching that builds staff confidence, and individualized plans that make the day run smoother. It’s truly a win-win-win.

What supportive ABA looks like day-to-day

Support is tailored by a BCBA and delivered by a trained behavior therapist, always aligned with the child’s goals and the classroom’s rhythm. Common models include:

Push-in support (shadowing): Therapist supports the child during typical activities (circle, centers, recess, lunch), prompting and fading as independence grows.
Pull-out mini-sessions: Short, targeted practice (e.g., requesting, transitions, toileting).
Small-group skill building: Brief peer practice for play, turn-taking, or problem-solving.
Teacher coaching on the fly: In-the-moment strategies that fit your routines, plus short debriefs and simple visual supports.

Our approach is trauma-informed and neuro-affirming: we prioritize regulation, autonomy, and meaningful goals—not “masking.”

Coverage & authorization—what families and centers should know

Public schools typically provide supports through an IEP and school funding—not your health plan. Private daycare/parochial settings are different; your health insurance may consider ABA there with prior authorization and when medically necessary.

To start, families usually need a verification of benefits (VOB) and prior authorization from the insurer; we help you through those steps and explain any costs in plain language. Always double-check specifics with your insurer so you know exactly what’s covered for your child.

How we partner with your center

Listen & align. With caregiver consent, we meet with the director/teachers to understand classroom routines, priorities, and what a “good day” looks like for everyone.
Set clear goals. The BCBA designs goals that matter in this classroom (e.g., joining circle for 5 minutes, hand-washing independence, safe transitions).
Create simple supports. We build minimal-disruption strategies (visuals, prompting plans, calm-down options) and a one-page snapshot for staff.
Coach & collect. Therapists capture just-enough data while staying present with the child. We debrief with staff—short and sweet.
Communicate consistently. Families get updates that make sense; teachers get what’s actionable. When everyone pulls in the same direction, often support steadier progress .

Readiness checklist for centers

A small workspace or quiet corner available for brief pull-outs
Agreement on communication rhythm (e.g., weekly 10-minute check-ins)
Shared safety and behavior response plan
Visual supports allowed (schedules, first-then, token boards)
Parent/guardian consent on file; confidentiality respected

If you’re nodding “yes” to most of these, your program is likely ready for a supportive ABA partnership. If not, we’ll help you get there.

FAQs

Is this the same as adding another staff member to our ratio?
Not exactly. The therapist’s role is clinical—supporting the child and coaching the environment—while collaborating with your team. Ratios are still the center’s responsibility.

What if a child needs more support than we can offer on site?
We’ll be honest and collaborative. Sometimes a hybrid plan (more focused sessions plus classroom time) is most supportive. See our piece on how ABA addresses a wide range of needs here .

How do we avoid disrupting the class?
We fit into your routines, not the other way around. Strategies are designed to be quick, respectful, and sustainable.

Can this work in summer or school breaks?
Absolutely—breaks are a great time to generalize skills in less structured settings.

Ready to be a part of our Vilij? Talk to us about services at your daycare or parochial school here . We'll v verify your insurance, coordinate any needed authorizations, and design a support plan that helps your child build new skills with their peers. We’ll aim for calmer days, easier routines and independence, and more moments of joy at home and at school.

Accountability | Integrity | Empathy | Collaboration

Insurance & Open Enrollment in Illinois: A 2025–26 Guide for Families of Kids with Special Needs

Sun, 19 Oct 2025 02:24:08 GMT

You’ve got enough on your plate. Here’s a skimmable guide to open enrollment in Illinois—what changed this year, what to check in your plan, and how to make sure your child’s therapies (including ABA) keep moving forward.

Note: Open enrollment is here in Illinois. Whether your child is on Medicaid/All Kids or a workplace/Marketplace plan , this quick guide shows what to check, what changed, and how to keep ABA and other therapies covered.

The big dates (Illinois)

Marketplace open enrollment: Nov 1, 2025 – Jan 15, 2026.
Enroll by Dec 15 for coverage that starts Jan 1 ; enroll Dec 16–Jan 15 for coverage that starts Feb 1 . ( Get Covered Illinois )
What’s new: Illinois is moving to its own state-based marketplace (“Get Covered Illinois”) for plan year 2026 . For this season (coverage year 2026), you’ll still shop via HealthCare.gov but transition support has started. ( Get Covered Illinois ).

Pro tip: If nothing changes in your family, still review your options—premiums, networks, and benefits shift every year.

Which bucket are you in?

Employer plan (through work)
Open enrollment is usually in the fall (your HR will announce dates). This is your chance to switch plans, add dependents, or update FSA/HSA. Check network participation for your child’s providers and authorizations for ABA and other therapies.
ACA Marketplace plan
Shop, compare, and switch during Nov 1–Jan 15. Many families qualify for financial help; choose the plan that covers your child’s providers and required services.
Medicaid / All Kids ( HFS )
ABA is covered for children 0–20 with an autism diagnosis under Illinois Medicaid (fee-for-service and managed care), subject to prior authorization. Coverage began Nov 1, 2020 and continues.
Many kids are enrolled in HealthChoice Illinois managed care plans; you can compare which plans serve your county. ( enrollhfs.illinois.gov )
All Kids: Illinois’ children’s coverage with income-based tiers (Assist, Share, Premium). Check current income bands to see where your family lands. ( HFS )

Pro tip : If your child is on Medicaid and you get a managed-care plan change letter, call us—we’ll help you confirm your child’s ABA authorizations move with you.

ABA coverage in Illinois: what families should know

State autism mandate (215 ILCS 5/356z.14): Requires coverage of diagnosis and treatment of autism for individuals under age 21 in state-regulated plans. The statute includes a $36,000 annual maximum , but… ( Illinois General Assembly )
…Important nuance: Under the ACA, most non-grandfathered individual and small-group plans treat autism/ABA as an Essential Health Benefit , so annual dollar caps are generally not allowed —that statutory cap mainly applies to grandfathered plans. ( ilasd.com )

Bottom line: Ask whether your plan is grandfathered . If it’s not, you typically shouldn’t see a dollar cap on ABA, though visit/hour limitations or prior auth rules may still apply.

Parity & prior authorization: 2024–2025 updates that help families

Mental Health Parity (MHPAEA) enforcement: Illinois DOI affirmed it is continuing to enforce the 2024 federal parity rule for state-regulated plans unless it’s repealed or blocked. This supports fairer treatment of behavioral health vs. medical/surgical benefits (e.g., no tougher utilization hurdles). ( IDOI )
Prior authorization reforms: In July 2025 , Illinois enacted changes that remove prior authorization for medically necessary outpatient mental health and partial hospitalization in state-regulated plans (implementation timelines apply). ( healthnewsillinois.com )

What this means for you: If your plan is state-regulated, some behavioral health services may no longer require prior auth . Still, call your plan —carve-outs and timelines vary, and ABA may have plan-specific rules.

Medicaid notes: Illinois HFS also adjusted certain prior approval policies for serious mental illness medications in 2025 to reduce disruptions when providers, insurers, or dosages change. ( HFS )

How to read your plan (fast checklist)

Print this, and check each item for your child :

Plan type & regulation
Employer self-funded (ERISA), fully insured, or Marketplace? State-regulated or self-funded? (This affects which Illinois laws apply.)
Grandfathered?
If yes , ask about the autism $36,000 cap and how it’s indexed. If no , caps generally shouldn’t apply to EHB. ( Illinois General Assembly )
Network
Is your BCBA/ABA provider in-network? If not, ask about out-of-network (OON) benefits or single-case agreements .
Referrals & prior auth
Does ABA require prior auth or updated treatment plans? (Some mental health services may be exempt post-2025 reforms—verify.) ( healthnewsillinois.com )
Cost-sharing
Deductible, copay/coinsurance, out-of-pocket max (OOPM). Confirm how ABA codes apply.
Service limits
Hour/visit limits? Weekly caps? (Example: some Medicaid MCOs flag >40 hrs/week.) ( Meridian )
Coordination with Medicaid/All Kids
If your child has primary commercial and secondary Medicaid , ask how benefits coordinate.
Continuity of care
If switching plans, ask for continuity-of-care or transition-of-care provisions so authorizations don’t lapse.

Do this now (step-by-step)

Mark the deadlines: Dec 15 (Jan 1 start) and Jan 15 (Feb 1 start). ( Get Covered Illinois )
List your child’s providers (ABA, speech, OT, psych, pediatrics) and confirm in-network status for 2026.
Call your plan and ask:
Is my plan state-regulated or self-funded ? Is it grandfathered ?
Do you cover ABA for autism? What documentation do you need (diagnostic reports, treatment plan, hours)?
Any prior auth needed for ABA in 2026? Are there service limits ?
If on Medicaid/All Kids: Verify your HealthChoice Illinois plan, confirm your ABA provider is in-network, and that authorizations carry over. ( enrollhfs.illinois.gov )
Save receipts & EOBs. If claims get denied, parity and prior-auth reforms can help your appeal—document everything. ( IDOI )
Call Vilij. We’ll do a benefits check , estimate out-of-pocket costs, and help you complete authorizations smoothly.

Frequently asked parent questions

“We’re on All Kids—can my child get ABA?”
Yes. Illinois Medicaid covers ABA for kids 0–20 with autism, with prior authorization . ( HFS )

“Our plan says ABA has a dollar cap. Is that allowed?”
If your plan is grandfathered , Illinois law lists a $36,000 annual max. Many newer/non-grandfathered plans can’t impose annual dollar limits on EHB like ABA. Ask your plan which category you’re in.

“Do we still need prior auth for therapy in 2026?”
It depends on the service and whether your plan is state-regulated . Illinois changed prior-auth rules for many mental health services in 2025 , but confirm how your plan applies them to your child’s care. ( healthnewsillinois.com )

Helpful official links

Get Covered Illinois (open enrollment dates & help): Enrollment timeline and resources. ( Get Covered Illinois )
Illinois’ move to a state-based marketplace (2026): What to expect. ( Get Covered Illinois )
Illinois Medicaid ABA coverage notice (HFS): Policy overview for ABA in Medicaid. ( HFS )
All Kids (income tiers & costs): Check where your family fits. ( HFS )
HealthChoice Illinois (managed care info): See plans in your area. ( enrollhfs.illinois.gov )
Parity enforcement in Illinois: How IDOI is applying the 2024 parity rule. ( IDOI )

We’re here to help. If you want us to verify your 2026 benefits or translate your plan , reach out—Vilij can make the insurance side simpler so you can focus on your child. Want to learn more? - Read our post on notification of benefits (NOB) here !

(reviewed against current Illinois sources as of Oct 18, 2025, you are encouraged to reach out to your insurance professional or the representative that manages the plan for which you have coverage.)

Accountability | Integrity | Empathy | Collaboration

AAC & ABA: Helping Your Child Be Heard (in Illinois)

Wed, 08 Oct 2025 11:27:15 GMT

When a child has a lot to say but speech isn’t their easiest path, AAC —Augmentative and Alternative Communication—opens doors. AAC simply means “all the ways someone communicates besides talking,” from pictures and gestures to robust speech-generating devices (SGDs). It’s for kids of all ages who benefit from more ways to be heard.

At Vilij, we’re neurodivergent-affirming. Our goal isn’t to change who your child is—it’s to expand ways to be heard , build functional living skills, and support independence. Being nonspeaking does not mean “non-communicative.” We honor every form of communication and help families grow it.

How AAC fits with ABA (and the rest of your team)

AAC and ABA pair beautifully: we teach functional communication (think: “help,” “stop,” “break,” “I want ___”) as efficient alternatives to challenging behaviors. That can reduce frustration and increase connection because your child gets a faster, clearer way to get needs met. We also coordinate with your SLP (speech-language pathologist) and other therapies —as much or as little as you want—so the same words and strategies show up at home, in session, and at school. ASHA emphasizes AAC as a true team sport; we agree. We’ll meet your child where they are—core boards, choice boards, signs/gestures, PODD, or an app—and build skills step by step.

Low-tech today: simple tools that make a big difference

While you’re exploring or awaiting insurance, low-tech AAC can start right away :

Core boards (a small set of high-frequency “core words” like go, more, help, stop, want). Project Core offers free printable boards and training—excellent for home and school.
Choice boards & visual supports (photos/symbols for snacks, toys, activities).
Single-message or multi-message buttons (recordable—great for “help,” “more,” “all done”).
PODD-style books or other page-flip systems when that layout fits the learner.

If you like ready-to-use resources, AssistiveWare’s Core Word Classroom is a free library with “core words of the week” plans, modeling tips, and printable boards.

Prefer to make your own? OpenSymbols aggregates open-licensed symbol sets (including ARASAAC ) so you can quickly build boards with images you’re allowed to use (check each license).

High-tech (SGD) options to consider (with legit free trials)

When a tablet-based AAC app or dedicated device looks like a good fit, try before you buy . Many leading apps offer real trials (at the time of posting):

TD Snap (Pragmatic Organization Dynamic Display, with page sets like PODD & Gateway). 60-day trial via a free myTobiiDynavox account .
TouchChat (popular with WordPower vocab). 30-day free trial via TouchChat Discover ; you can also explore lite-tech WordPower boards without purchase.
LAMP Words for Life (motor-planning based; consistent icon pathways). 30-day “Discover” trial .
Proloquo (modern symbol-based app with parent coaching). 1-month free trial ; subscription after.
Avaz AAC (robust symbol & text mode). 14-day free trial .
CoughDrop (cloud-based, device-agnostic, strong team features). 2-month free trial .
Entirely free : LetMeTalk (iOS; Android availability varies over time). Good as a no-cost starter .

Our quick start plan while funding is pending

Print a core board (Project Core) and post it in key spots.
Start a legit app trial above on your family iPad with a durable case and good speaker.
Use the same few first words everywhere—help, more, stop, go, open, eat, drink, break, yes/no—and model them often (you tap/say while doing).
Tell school about the words you’re modeling so everyone matches.

Illinois-specific help: try devices for free, get school support

IATP (Illinois Assistive Technology Program) offers free device loans (typically 5–6 weeks), device demos, and statewide AAC/AT support. Families only cover return shipping. You can browse, request loans, or book a demo.
AT3 Center lists every state’s AT Act program (for readers outside Illinois ; device loan, reuse, financing).
ISBE (Illinois State Board of Education) : AT must be considered in every IEP; ISBE provides an Assistive Technology Guidance Manual for teams, plus FAQs . If a student needs AT/AAC to access FAPE, the district provides it.
IATP & ISBE evaluations : IATP conducts school-based AT/AAC evaluations statewide through an ISBE contract (free to districts), which can jump-start the right match. Ask your school team or IATP about this option.

Paying for AAC: insurance tips & a realistic path

Every plan is different, but here’s a parent-tested path we recommend (and we’ll walk it with you):

Verify benefits (VOB) & pre-auth for AAC/SGD and SLP evaluation. Keep a simple communication log (dates, contacts, notes).
Get a strong SLP evaluation stating medical necessity and specific device/app needs.
Use trials & loaners to document success (photos, short videos, data like “asked for help 8x/day with device”).
Submit, follow up, and appeal if needed —we can coordinate with your SLP and share session data to support the request.
While awaiting approval, use low-tech + trials (above) so progress doesn’t pause.

What we’ll teach first (and how)

To get early wins, we start with powerful, everyday words and routines:

Starter words : help, more, stop, go, open, up, my turn, all done, break, eat/drink, bathroom, yes/no.
Model > prompt > fade : adults model the tap/sign while speaking; give brief prompts only as needed; then fade quickly so the child leads.
Generalize : same words, everywhere (snack, playground, bath, car rides). We’ll coordinate with your SLP so page sets, symbols, and prompts match across settings. (ASHA highlights SLP-family-team collaboration as key to long-term success.)

Build-your-own toolkit (free & printable)

Project Core : 36-word universal core boards + training modules.
AssistiveWare Core Word Classroom : lesson plans, printable boards, and modeling guides.
OpenSymbols & ARASAAC : open-licensed symbols to create custom boards (check licenses/attribution).
Illinois IEP & AT : ISBE AT page + Guidance Manual for your school team.
Device trials/loans : IATP device loan & demo pages; AT3 state finder (for friends outside IL).

When a dedicated device makes sense

Some kids benefit from a dedicated SGD (with funding through insurance/Medicaid). The decision is individualized and is guided by feature-matching (vocabulary layout, motor planning, access, portability, durability, amplification). Your SLP leads device selection , and our BCBAs reinforce the same communication goals in therapy and daily routines. (This team approach matches ASHA’s guidance.)

Our role at Vilij

Assessment & collaboration : We incorporate your child’s current system (low- or high-tech) and sync with your SLP .
Parent-first coaching : Short, doable home strategies; shared vocabulary lists; quick modeling tips.
Real-world generalization : We practice in the places communication matters—mealtimes, community outings, school hand-offs.
No device shaming—ever : We help normalize device use so it’s embraced in and out of sessions.

Already have a device? Bring it! We’ll use it, generalize it, and help everyone around your child feel confident using it too.

Ready to start?

Book a free consult and tell us where your child is today—we’ll take it from there. (We’ll also help you navigate trials, IATP loans, and school supports.)

Bring your care team : give us your SLP’s contact— we’ll coordinate so your child benefits from a unified plan across home, clinic, and school.

Want a starter pack? We’ll email you a printable core board , a modeling cheat-sheet , and links to free app trials tailored to your child. Not ready to start the conversation? You can download our printer-friendly starter pack here !

Accountability | Integrity | Empathy | Collaboration

Potty Training in the Community: How to Help Your Child Succeed Beyond Home

Tue, 07 Oct 2025 23:40:05 GMT

Potty training at home is one thing—but what happens when your child needs to use the bathroom out in the community? Whether it’s a trip to the grocery store, a restaurant meal, or a day at the park, community potty training presents its own set of challenges.

This is the third part in our series on potty training, to read the other articles in our series:

For many parents, questions quickly come up:

“How do I manage when bathrooms aren’t close by?”
“What if my child refuses to use public toilets?”
“How can I help my child with autism feel comfortable in new settings?”

The good news is that with preparation, patience, and ABA-based strategies, children can successfully generalize their potty training skills to community environments.

Why Community Potty Training is Different

At home, children benefit from familiar routines, predictable bathroom setups, and fewer distractions. Out in the community, those supports are less reliable. Some of the most common challenges include:

Access & Availability: Bathrooms may be far away, hard to find, or busy.
Hygiene & Sensory Issues: Loud flushes, hand dryers, bright lights, and smells can overwhelm children—especially those with autism.
Routine Disruptions: Meals, play, and travel can interfere with regular bathroom schedules.
Performance Pressure: Parents may feel anxious about accidents in public, which can heighten a child’s stress.

ABA emphasizes that skills must be generalized across settings—so potty training isn’t complete until a child can manage toileting at home and in the community.

What’s Typical?

It’s common for children—even those who are potty-trained at home—to struggle in public spaces at first. For example:

Many toddlers hesitate to sit on unfamiliar toilets.
Children with autism may resist due to sensory sensitivities.
Some children “hold it” until they return home, leading to discomfort or accidents.

Pediatricians and ABA professionals reassure parents that these challenges are expected, not signs of failure. What matters most is helping your child build confidence and comfort step by step.

ABA Perspective: Building Community Potty Training Success
1. Start Small and Build Up

Begin with short community trips (10–15 minutes).
Gradually extend outings once your child demonstrates success.
Always schedule potty breaks before leaving home.

2. Scout Bathrooms Ahead of Time

Know where bathrooms are located at stores, parks, and restaurants.
Use apps or maps to plan stops during longer outings.
Reduce uncertainty for both you and your child.

3. Bring Comfort Items

A familiar potty seat insert, wipes, or travel potty can ease the transition.
Consider noise-canceling headphones for children sensitive to flushes or dryers.

4. Use Visual Supports

Create a “Community Potty Book” with pictures of public restrooms, toilets, sinks, and hand dryers.
Use social stories to explain expectations and reassure your child about the process.

5. Reinforce Successes

Celebrate even small steps, like walking into the bathroom or sitting briefly on the toilet.
Use stickers, tokens, or verbal praise immediately after attempts.
Remember: consistency across settings accelerates generalization.

6. Prepare for Accidents

Always carry a change of clothes, wipes, and a discreet bag.
Keep reactions calm and supportive—avoid shaming or showing frustration.
Reinforce the next successful bathroom attempt rather than dwelling on setbacks.

Special Considerations for Children with Autism
Children with autism may face additional barriers in community potty training:

Sensory Needs: Hand dryers and automatic flushers can be overwhelming. Covering sensors or using headphones may help.
Routine Dependence: Unfamiliar bathrooms may trigger refusal. Gradual exposure paired with reinforcement can reduce resistance.
Communication Barriers: Some children may not ask to go in new environments. Use visuals or portable AAC supports to help them signal the need.

An ABA therapist can design individualized strategies—such as task analyses, reinforcement schedules, and desensitization plans—to meet your child’s unique needs.

When to Be Patient
Community potty training takes time. If your child:

Consistently refuses public restrooms,
Seems overwhelmed by sensory input, or
Experiences frequent accidents despite progress at home…

…it may be best to pause and focus on gradual exposure. Just as nighttime dryness is developmental, community comfort often grows with age and experience.

When to Seek Extra Support
Professional help may be valuable if:

Your child avoids all public bathrooms, even after months of attempts.
Accidents significantly interfere with daily outings.
Your child has autism and struggles with transitions, reinforcement, or sensory sensitivities.

A pediatrician can rule out medical concerns, while ABA services can provide step-by-step, individualized plans.

Final Thoughts: Progress Over Perfection
Potty training doesn’t stop once your child is dry at home—it continues into community life. With patience, preparation, and ABA-based strategies, your child can learn to manage toileting confidently in any environment.

Remember: accidents are part of the process, not setbacks. Every outing is an opportunity to practice, reinforce, and celebrate growth.
If you’re feeling stuck, don’t hesitate to reach out for professional support. We’re here to help families every step of the way—at home, in the community, and beyond.

Accountability | Integrity | Empathy | Collaboration

Why Nighttime Toilet Training Takes Longer—and What Parents Can Do

Sat, 06 Sep 2025 14:22:58 GMT

It’s 2 AM. You’re half-asleep, changing wet sheets for a dry set, wondering how to best support your child through the night. If that sounds familiar, you’re not alone. In fact, it’s completely normal. For many children—even those who are perfectly potty-trained during the day—nighttime dryness comes months or even years later.

Parents often ask:
“Did I do something wrong?”
“Shouldn’t my child be dry overnight by now?”
“Is it harder for children with autism?”

The reassuring truth is that nighttime dryness is usually a developmental milestone rather than a skill you can directly teach. And while it takes longer, there are strategies that can help.

Why Nighttime Toilet Training is Different

Daytime potty training is a learned skill—recognizing the urge to go, sitting on the toilet, and receiving reinforcement. Nighttime dryness, on the other hand, is more about biology than behavior. Some key differences:

Bladder maturity: Some children’s bladders can’t yet hold urine for 10–12 hours.
Hormones: The body releases an antidiuretic hormone (ADH) to slow nighttime urine production. In some children, this hormone isn’t fully active until later.
Sleep cycles: Deep sleepers may not wake up when their bladder is full.
Developmental differences: Children with autism may have unique sleep patterns, sensory needs, or routines that affect nighttime training.

�� Think of daytime training as behavioral and nighttime training as biological. You can shape habits around it, but the actual dryness comes when your child’s body is ready.

What’s Typical?
Research shows that bed-wetting (also called nocturnal enuresis) is more common than most parents realize:

30% of 4-year-olds regularly wet the bed
10% of 6-year-olds continue to have nighttime accident
Even by age 7, about 1 in 7 kids still wets the bed sometimes.
Children with autism often take longer to reach nighttime dryness due to sensory, developmental, or sleep differences.

Nighttime dryness isn’t something you teach—it’s something your child grows into. So if your 4-year-old—or even your 6-year-old—still wears pull-ups at night, you’re far from alone.

ABA Perspective: Supporting Nighttime Training
While you can’t speed up bladder maturity or hormone development, you can build routines and supports that help children succeed—especially children with autism.

Create a Consistent Bedtime Routine
Use a visual bedtime schedule (bath → potty → story → bed).
Always include a potty trip right before lights out.
Keep routines predictable to reduce stress and resistance.
Limit Evening Fluids
Encourage plenty of hydration earlier in the day.
Reduce drinks 1–2 hours before bedtime.
Avoid sugary or caffeinated drinks in the evening.
Scheduled Nighttime Bathroom Trips
Some families use “lifting” (carrying a drowsy child to the toilet before the parents go to bed).
This can help reduce accidents, but phase it out as your child develops bladder control.
Reinforce Dry Nights
Sticker charts, tokens, or simple verbal praise work well.
Celebrate partial progress—like being dry until 4 AM instead of midnight.
Autism-Specific Supports
Sensory-friendly bedding: waterproof mattress covers + soft pajamas.
Gentle wake-ups: dim lighting, calm voices if nighttime trips are needed.
Social stories: simple, visual stories explaining what happens at night.

When to Be Patient
Sometimes the most effective strategy is simply waiting it out. Unlike daytime training, where you can actively reinforce behaviors, nighttime dryness often depends on physical development. Signs your child may just need more time:

They wake up soaked every morning.
They show no discomfort in wet pull-ups.
They’re under age 5 (still within the normal range for bed-wetting)

Putting pressure on your child—or yourself—can backfire, leading to shame and resistance.

When to Seek Extra Help
There are times when professional guidance is valuable:

Your child is 6 or older and still consistently wets the bed.
Accidents come with pain, unusual urine color, or strong odor.
Bed-wetting causes high distress, embarrassment, or avoidance of activities (like sleepovers).
Your child with autism struggles with routines, transitions, or reinforcement strategies.

At Vilij ABA, our team helps families build customized toilet training plans that support both daytime and nighttime progress.

Parent Tips for Making Nighttime Training Easier
A few practical tricks can reduce stress for both parents and kids:

Use waterproof mattress covers for easy cleanup.
Keep spare sheets and pajamas nearby for quick middle-of-the-night changes.
Encourage independence: let your child help with small cleanup tasks when possible.
Avoid punishment—accidents are not your child’s fault.
Celebrate effort, not just outcomes.

�� Pro parent hack: Make the bed with two layers of waterproof covers + sheets. When there’s an accident, strip the top layer and go right back to sleep.

For Parents of Children with Autism
Nighttime training may take longer, but consistency and structure can make all the difference. Families often find success with:

Visual reminders (picture of a toilet by the bed).
Daytime “dry checks” to help kids notice when they’re dry vs. wet.
Incorporating toilet training goals directly into ABA sessions.

�� If your child has autism and you’re struggling with toilet training, contact us to learn how we can support your family with structured, compassionate strategies.

Every Child’s Timeline is Unique
Just like walking or talking, nighttime dryness comes at different ages for different children. Some are ready early, while others need more time. The most important thing? Stay patient, stay consistent, and remember—your child will get there in their own time.

FAQs: What Parents Also Ask
Should I wake my child to use the bathroom at night? This can help some families in the short term, but long-term dryness usually develops naturally. If you try it, do it gently and don’t turn it into a full wake-up. Is bed-wetting hereditary?  Yes! Research shows bed-wetting often runs in families. If you or your partner were late to achieve dryness, your child may be too.

Does limiting fluids at night cause dehydration?  Not if your child gets plenty of fluids earlier in the day. The goal is to shift hydration to earlier hours, not restrict it entirely. Should I be worried if my 7-year-old still wets the bed?  Not necessarily, but it may be time to check in with your pediatrician for reassurance and possible next steps.

Helpful Resources
Trusted external resources for parents:

Mayo Clinic - Bed-wetting in Children

Take the Next Step
Ready to stop stressing about nighttime training? The team at Vilij can help you create a compassionate, customized plan for your child. Schedule a free consultation today and get support from experts who understand both childhood development and autism.

Accountability | Integrity | Empathy | Collaboration

Is My Toddler Ready for Toilet Training?

Mon, 01 Sep 2025 01:49:00 GMT

Potty training often feels like one of the biggest—and most intimidating—milestones in a toddler’s life. Parents are left wondering: Is it too soon? How do I know if my child is ready? What if they resist?

The truth is, there’s no one-size-fits-all approach. Some children take to it quickly, while others need more time. And for kids with autism, the path to readiness may look even more unique.

The encouraging news? When you begin toilet training at the right moment—when your child shows genuine signs of being ready—you’re laying the foundation for success.

This is the first part in our series on potty training, to read the other articles in our series:

Why Toilet Training Can Be Different for Children with Autism
Toilet training challenges often stem from the unique ways children with autism experience the world. Some of the most common reasons include:

Communication differences: A child may not have the words—or the confidence—to tell you they need to use the potty.
Sensory sensitivities: Toilets can be loud, bright, cold, or otherwise overwhelming. Even the flush or bathroom smells may be upsetting.
Rigid routines: Many children with autism thrive on predictability. Introducing a new activity like toilet training can feel like a major disruption.
Difficulty generalizing skills: Even once a child learns to use the potty at home, they may struggle to do so in new places (like school or a grandparent’s house).

Recognizing these challenges is the first step toward supporting your child with compassion and effective strategies. It's also important to recognize two potential barriers to potty training:

Caregiver readiness: Toilet training a child with autism takes time and consistency. Parents, caregivers, and teachers should use the same language, visuals, and rewards so the child has a predictable routine. Progress may be slow—patience and flexibility are essential.
Medical readiness: Check for health issues like constipation or UTIs, which are more common in children with autism and can delay training. If your child has pain, straining, or irregular bowel movements, consult your pediatrician first.

Step 1: Build Readiness Skills First
Before diving into full toilet training, many children with autism benefit from practicing pre-skills that set them up for success:

Sitting calmly on the potty chair—even fully clothed.
Walking into the bathroom without distress.
Practicing pulling pants up and down.
Washing hands as part of a fun routine.

These small steps reduce fear, build comfort, and make toilet training less overwhelming later.

�� Tip: Pair these pre-skills with rewards (praise, stickers, or a short video) so your child starts to associate the bathroom with positive experiences.

Step 2: Use Visual Supports
Children with autism often respond well to visual cues, which make routines predictable and easier to understand. Some tools you can try to include:

Visual schedules: Pictures that show each step (pants down → sit on potty → wipe → flush → wash hands).
Social stories: Short, personalized stories that explain what happens during potty time in a positive, reassuring way.
Timers: Visual or auditory timers can signal when it’s time to try the potty.

Step 3: Reinforce, Reinforce, Reinforce
Positive reinforcement is the cornerstone of ABA and one of the most effective toilet training strategies. Reward your child immediately after each success—even small ones.

Examples of reinforcers include:

Verbal praise (“Great job sitting on the potty!”).
Stickers or tokens to earn a bigger prize.
Access to a favorite toy or activity.

Consistency matters. Over time, these rewards build motivation and help your child connect toileting with positive outcomes. (Read ABA Basics for Parents here )

Step 4: Create a Consistent Routine
Many children with autism thrive on schedules. Try these routine-building tips:

Regular potty times: Offer bathroom breaks every 30–60 minutes.
Transition cues: Use the same words or visuals each time you say it’s potty time.
Consistency across environments: Share the routine with teachers, grandparents, and babysitters.

�� ABA therapists often work directly with families to create individualized routines and train everyone involved, so the child receives consistent support across settings.

Step 5: Address Common Challenges
Even with preparation, you may face obstacles. Here are some common ones—and strategies to try:

Fear of flushing: Let your child leave the bathroom before flushing, or use a quieter potty chair first.
Refusal to sit: Start with very short sitting times and gradually build up, using reinforcement.
Accidents: Stay calm, avoid punishment, and simply guide your child back to the bathroom.
Nighttime training: Remember that staying dry overnight is often a developmental milestone that comes later. Use protective bedding and focus first on daytime success.

Step 6: Track Progress with Data
ABA providers often use data tracking to identify patterns such as:

When accidents happen (time of day, activity).
How long your child can stay dry.
How often reinforcement is needed.

You can do this at home, too. Keeping a simple chart helps you see progress, even when it feels slow day-to-day.

How ABA Can Help with Toilet Training
At Vilij ABA, our ABA team uses evidence-based strategies to support children and families through toilet training. Here’s how:

Individualized plans: Every child is different, so we create step-by-step programs based on your child’s skills and needs.
Collaboration with parents: We train parents to use ABA strategies at home so progress continues outside sessions.
Compassionate support: We celebrate small wins and encourage persistence, reducing frustration for both parents and children.
Generalization: ABA therapists help children apply toileting skills at home, school, and in the community.

When to Seek Extra Help
Toilet training is a marathon, not a sprint. If you’ve been trying for months without progress, if meltdowns are frequent, or if your child shows high distress, it may be time to ask for professional help. ABA therapy can give you the tools and support you need to make toilet training less stressful and more successful.

You’re Not Alone
Toilet training a toddler with autism can feel daunting, but you don’t have to go through it alone. With patience, consistency, and the right strategies, your child can achieve this important milestone. And when you’re ready for extra guidance, our team at Vilij ABA is here to help.

Helpful Resources for Parents
Mayo Clinic - Toilet Training Tips

Autism Speaks – Toilet Training Toolkit
HealthyChildren.org – Toilet Training for Children with Special Needs

Accountability | Integrity | Empathy | Collaboration

🧩 15 Essential Things to Consider When Choosing the Right ABA Provider for Your Child

Thu, 01 May 2025 00:45:02 GMT

Finding an ABA provider for your child can be one of the most important decisions you make as a parent—and it’s not always easy. There’s so much to think about: credentials, communication, insurance, therapy styles, and most of all, the fit for your family and your child’s unique needs.

Whether you’re just starting your ABA journey or you’ve been on this path for a while, we put together this guide to help simplify the process and give you the clarity and confidence to choose the right provider. These are the qualities we believe truly matter when it comes to building a relationship with an ABA team you can trust.

1. Are clinicians leading the care?

When a practice is led by Board Certified Behavior Analysts (BCBAs), it shows. Clinically led organizations are more likely to focus on ethical care, meaningful outcomes, and customized support that’s actually based on your child—not a cookie-cutter model or a quota to fill hours.

This leadership also sets the tone for the entire organization, shaping how technicians are trained, how families are supported, and how services are delivered. It matters more than you might think.

2. Are cultural differences respected?

You and your child should never feel like you have to “fit into” someone else’s box. The best ABA providers are sensitive to cultural differences and make the effort to understand your family’s values, communication preferences, and lived experiences. It’s not just about what’s taught in therapy—it’s about how your child is seen and supported as a whole person.

3. Is your child actively involved in treatment?

This one often gets overlooked—and it’s a big one. Too many times, the child at the center of the therapy plan isn’t really included in the planning process. At Vilij ABA, we’re a neurodivergent-affirming practice. That means we don’t just work on your child’s behalf—we work with them.

Whenever possible, we take time to understand their preferences, interests, and what helps them feel safe. Whether a child is verbal or not, they deserve to feel seen, heard, and included. We believe that when therapy is something a child feels a part of—not just something done to them—it becomes far more meaningful and impactful.

4. Will someone help you with insurance and billing?

If you’ve ever tried to navigate insurance alone, you know it can be a headache. A good ABA provider won’t leave you to figure it out by yourself. Look for a team that helps you verify benefits, explains them in plain language, and communicates clearly about any out-of-pocket costs. Ideally your provider should provide you with a verification of benefits (VOB) that helps you understand the costs of therapy beforehand.

Transparent billing, ongoing communication about authorizations, and support navigating claims—it should all be part of the package. We believe it's so important, we've written on the insurance authorization process here and tried to break down the confusion about insurance here .

5. Do they take the time to communicate clearly?

How you're treated during the intake process is usually a good reflection of how communication will go once services begin. You deserve clear answers, quick responses, and a team that talks with you, not at you. Your child’s care is a partnership—and you should feel like a key part of the team.

6. How quickly do you receive a response?

A provider that respects your time and concerns will usually respond within 24 to 48 hours. Whether it's a billing question or a change in behavior at home, timely communication matters—and it shows the provider values your experience.

7. Can you reach out to your care team directly?

You shouldn’t have to go through layers of admin just to get a simple answer. Having direct access to your child’s BCBA allows you to get quick updates, address concerns, and stay informed about progress. It also strengthens the relationship between your family and your care team. We believe strongly in keeping lines of communication open and provide multiple ways to connect with your BCBA directly.

8. Are ongoing treatment goals and programming driven by personalized data?

ABA is a science - and personalized data is at its core. We rely on precise, consistent data collection to measure your child's progress objectively. This data should be used to make informed, evidence-based decisions.

By tracking behavior and skill acquisition and development quantitatively, we can see what's truly effective and make timely adjustments when needed. Our team ensures data is collected accurately and ethically, so you can feel confident that your child's treatment is both accountable and impactful when you discuss the treatment plan with your BCBS during family treatment planning throughout the month.

9. Will your child have consistency in their care?

Consistency matters—especially for building trust and making meaningful progress. While staff turnover can happen in any field, we do everything we can to minimize its impact. That starts with hiring experienced, compassionate R/BTs and providing them with thorough training and ongoing support. We prioritize strong pairing with your child so therapy feels safe and connected, not clinical or transactional.

When transitions do occur, we approach them thoughtfully to maintain continuity and ensure your child continues to thrive. Whenever possible, the BCBA who conducts the initial assessment remains involved throughout treatment, providing consistency in supervision and oversight.

10. Are treatment plans truly individualized?

Good ABA is never one-size-fits-all. If a provider starts listing goals before they’ve even met your child, that’s a red flag. Your child is a whole person, and their therapy plan should reflect their unique personality, strengths, needs, and developmental goals. Importantly, individualization also means adjusting strategies over time as your child grows and changes. That flexibility is key to meaningful progress.

11. Is your family included in the process?

You are the expert on your child—and any great ABA provider will recognize that. Look for services that include parent coaching, family collaboration, and ongoing support at home. Therapy doesn't stop when session ends. You should feel equipped and empowered as part of the team.

12. Are the staff qualified and well-trained?

Ask how often behavior technicians are trained and supervised. High-quality ABA depends on the team delivering it. Well-trained staff, guided closely by a BCBA, means more consistency and better outcomes for your child. Don’t be afraid to ask about credentials, supervision schedules, and how performance is monitored—it’s your right.

13. Do you receive regular progress updates?

ABA is a data-driven practice, but that doesn’t mean it should feel clinical or cold. Your provider should walk you through your child’s progress in a way that makes sense and helps you see the big picture. Goals should be clear, progress should be tracked, and changes to the plan should always involve you.

14. Is the provider flexible with how and where therapy is delivered?

Your child’s needs aren’t static—so your provider should be adaptable. Ask whether therapy can be provided at home, in a clinic, or via telehealth if needed. Some children thrive in social environments with peers, while others do best one-on-one. The right provider will offer options that match your child’s evolving needs.

15. Does the provider plan for long-term planning, support, and graduation?

Look beyond the first few months. Ask about waitlists, scheduling flexibility, how they plan for transitions (e.g., into school settings, fade), and whether they offer support for different age groups. Great ABA isn’t just about short-term goals—it’s about setting your child up for long-term success, growth, and graduation.

Final Thoughts

Choosing the right ABA provider is about more than credentials and schedules. It’s about trust, respect, and finding a team that truly sees your child—not just their diagnosis. The best providers partner with families, adapt to individual needs, and lead with compassion.

At Vilij ABA, we pride ourselves on being that kind of provider. We offer family-first, neurodivergent-affirming ABA services that are as unique as your child.

Ready to Learn More?

We offer:
✅ Personalized, compassionate ABA services
✅ Culturally responsive, neurodivergent-affirming care
✅ Support with insurance and transparent billing
✅ Highly trained, family-focused staff
✅ Clear communication and flexible service options

�� Call us today at (630) 777-2800
�� Schedule your FREE consultation now!

Making the Most of Summer | Strategies & Resources to Promote Growth During Summer Break

Sun, 06 Apr 2025 15:25:39 GMT

Summer provides a unique opportunity for children receiving ABA services to generalize skills, build independence, and continue progressing in a less structured environment. While it’s a time of rest for many, it can also be a season of meaningful growth. With thoughtful planning and support from your child’s care team, summer can become a powerful extension of their therapeutic journey.

Here’s how your care team and families can work together to make the most of the summer months!

�� Maintain a Structured Routine with ABA-Inspired Design

Children with autism often thrive in environments that are predictable. Creating a consistent routine helps maintain learned behaviors and reduces the likelihood of regression. As BCBAs, we recommend using tools like visual schedules, first-then boards, and token economies to provide structure.

Key domains to focus on:

Sleep & Transitions: Reinforce consistent wake/sleep cycles using reinforcement schedules and calming bedtime routines. Consider functional communication training (FCT) for children who struggle with transitions or night routines.
Mealtimes: Make meals part of learning. Use mand training to encourage communication during snack prep, or teach requesting and waiting using task analysis.
Learning Blocks: Use discrete trial training (DTT) or natural environment teaching (NET) during scheduled academic time. You can incorporate maintenance probes or reinforce skills like fine motor imitation through craft activities.
Reinforcement Breaks: Include movement or sensory play as planned reinforcers. Pairing physical activity with preferred items can build motivation and increase engagement.

�� Visual Schedules Resource – Autism Little Learners

�� Turn Everyday Moments Into Learning Opportunities

Summer doesn’t have to mean stopping therapy—it can mean shifting the environment in which learning occurs. Whether it’s at home, in the community, or at camp, opportunities for skill development are everywhere.

ABA-based learning activities:

Reading Time: Incorporate reading into reinforcement schedules. Use books as part of PECS, intraverbals, or listener responding tasks.
Apps and Games: Reinforce academic or behavioral goals using evidence-based apps from Autism Connect: " Apps for Autism ".
Life Skills through Chaining: Use forward or backward chaining to teach dressing, toothbrushing, or preparing a snack. These are great to generalize skills taught during the school year.
Community-Based Instruction: Turn grocery store visits into natural environment teaching by practicing tacting items or making simple purchases.

�� Build Social Skills Through NET and Peer Modeling

Summer is ideal for generalizing social targets. Without the structure of school, social interactions can become more relaxed—and more teachable.

ABA-informed ideas:

Facilitated Playdates: Work on manding for items or peers, sharing, and waiting. Use data sheets to track social interactions and prompt levels.
Role Play with Reinforcement: Practice hypothetical situations like greeting neighbors or asking for help. Reinforce appropriate responses immediately.
Special recreation organizations: Special recreation organizations in the Chicago metro area offer tailored programs that provide excellent opportunities for children with autism to practice and generalize social skills in supportive environments. Engaging with these organizations can help children work on skills such as initiating interactions, turn-taking, and responding to social cues.
Here are some notable organizations:
Chicago Park District Special Recreation Programs : Offers a diverse range of recreational opportunities, including adaptive sports and leisure programs for individuals with disabilities.
Northern Suburban Special Recreation Association (NSSRA) : Provides year-round programs and services for children, teens, and adults with disabilities in the northern suburbs.
Northwest Special Recreation Association (NWSRA) : Offers recreational opportunities for children and adults with disabilities in cooperation with 17 member park districts in the northwest suburbs. Move United+8SLSF+8NSSRA+8
West Suburban Special Recreation Association (WSSRA) : Provides quality recreation services for children and adults with disabilities in the western suburbs.
South East Association for Special Parks And Recreation (SEASPAR) : Offers programs and services for people with disabilities in the southeast Chicago suburbs.
Northern Illinois Special Recreation Association (NISRA) : Provides year-round recreation activities for people with disabilities in northern Illinois.
Western DuPage Special Recreation Association (WDSRA) : Offers recreational and social programs, trips, and special events for individuals with special needs in the western suburbs.
Community Events: Incorporate social skills programming during local outings using task analyses. Target behaviors like initiating, responding, or even tolerating noise with desensitization plans. Our curated Facebook group has up-to-date activities in the Chicagoland Metro Area.

�� Tip: Use a token system to reinforce engaging in or tolerating new social experiences. Many examples of token boards can be found here . If you have the time, we recommend creating a token board that focuses on your little ones favorite themes. For example, if your little one likes the Lion King, a Lion King token board may be more meaningful!

�� Support Communication Development

Summer is a great time to generalize communication skills outside of therapy sessions. Whether your child uses vocal speech or AAC, you can create opportunities across settings.

ABA techniques to use:

PECS or AAC Devices: Model and prompt use of devices or pictures in natural environments like the pool, zoo, or park.
Mand Training at Home: Use motivating operations (MOs) to increase spontaneous requesting during daily routines.
Social Scripts: Prepare scripts for common scenarios—ordering at a restaurant, asking to play, etc.—then roleplay them before outings.

�� Proloquo2Go – AAC App Info

�� LAMP – AAC App Info

�� TouchChat – AAC App Info

��‍��‍�� Collaborate with Your ABA Team

ABA isn’t a service that begins and ends in a clinic—it should follow the child into the real world. Your BCBA and RBTs can help design a summer plan that promotes generalization and meets your family’s goals.

Ideas to discuss:

Prioritize maintenance goals and identify new targets suitable for summer.
Set up parent training on implementing ABA strategies at home or in the community.
Establish data collection systems that are manageable and meaningful.

☀️ Pro tip: Ask your BCBA about embedding behavioral goals into camp experiences or creating behavior skills training (BST) modules for caregivers or extended family.

Final Thoughts

Summer can be so much more than just a break. With the guidance of your ABA team, the season can be transformed into a dynamic time of progress, connection, and meaningful learning. By integrating structure, reinforcement, social skill development, and communication supports into your child’s summer routine, you’re not just filling time—you’re building lifelong skills.

Why Consistency Is Key in ABA Services: Setting Your Family Up for Success!

Thu, 27 Mar 2025 16:41:58 GMT

When it comes to helping your child succeed in Applied Behavior Analysis (ABA) therapy, one word comes up over and over—consistency. But what does that really mean? And why is it so important? Whether your child is at home, in school, or receiving therapy at a clinic, maintaining consistency in behavioral interventions and data collection can make a world of difference in their progress.

What Does Consistency Look Like?

Consistency in ABA isn’t just about sticking to a routine. It means that everyone involved—parents, caregivers, teachers, and therapists—are all on the same page when it comes to reinforcing positive behaviors and following through with interventions. This includes:

In-Home Consistency: Are mom, dad, grandma, and other caregivers applying the same behavior interventions and reinforcement strategies when the therapist isn’t there?
School Consistency: Is the school following the same behavior plan, or are they unintentionally reinforcing challenging behavior?
Therapy Sessions: Whether your child is receiving therapy at home, in a clinic, or daycare setting—are interventions applied consistently when the Registered Behavior Technician (RBT) or Board Certified Behavior Analyst (BCBA) isn’t present?

When consistency happens across all these environments, progress happens faster. But when it’s lacking, it can slow things down and make it harder for your child to succeed.

Why Is Consistency So Important?

ABA therapy works by reinforcing positive behaviors while reducing challenging ones. But if expectations change from one setting to another—or if different caregivers handle situations differently—your child can become confused.

Inconsistent responses = mixed signals.
For example, if a child is learning to ask for a break when feeling overwhelmed, and mom reinforces that behavior at home, but grandma unknowingly gives in to a tantrum instead, the child may revert to using the tantrum.

Inconsistent data = missed opportunities.
When different people aren’t tracking behaviors or interventions correctly, it’s harder for your BCBA to adjust the behavior plan and ensure therapy is working as effectively as possible.

Real-Life Examples: How Inconsistency Slows Progress

Example 1: Home vs. Clinic
At the clinic, your child is learning to use words to ask for a snack. But at home, if they sometimes get the snack without using their words, it can be confusing for them. They may start to rely on that approach instead, which can slow down the progress they’re making in therapy.

Example 2: School vs. Home
At school, teachers may not always be able to follow the behavior plan perfectly, and sometimes, a child might walk away from a task to avoid it. If this happens regularly without the same strategies used in therapy, it can become a familiar pattern that’s harder to change in other settings.

Example 3: With and Without the Therapist
During an ABA session, the therapist might use a strategy like planned ignoring to help reduce attention-seeking behavior. But if, after the session, family members respond differently and give attention for the same behavior, it can be confusing for the child and make it harder for those behaviors to fade over time.

How Can You Promote Consistency?

✅ Stay Connected: Regularly check in with your BCBA and RBT to ask questions and get helpful updates on your child’s progress.
✅ Stick to the Plan: Try to follow the behavior intervention plan (BIP) as consistently as possible to reinforce positive behaviors.
✅ Keep Track When You Can: Even when therapy isn’t happening, jotting down notes about behaviors can give the ABA team valuable insights to adjust the plan if needed.
✅ Get Everyone on the Same Page: Encourage open communication with family members, caregivers, and teachers so everyone is aligned on the strategies that work best for your child.

Consistency Creates Faster Progress

When everyone involved is consistent, your child learns faster, behaviors improve more quickly, and therapy can be more effective. It takes teamwork, but the rewards are worth it!

If you’re ready to learn more about how to maintain consistency and help your child thrive, contact Vilij ABA today!

Accountability | Integrity | Empathy | Collaboration

Understanding ABC Data: A Key to Managing Behavior Effectively

Mon, 17 Mar 2025 03:51:42 GMT

As a parent or caregiver, you may often wonder why certain behaviors occur and how best to support your child’s development. Truly understanding your child's behavior is key to creating an environment where they feel heard, supported, and empowered to thrive. One of the foundational tools in Applied Behavior Analysis (ABA) that helps achieve this understanding is ABC data collection. This structured approach to observing and analyzing behaviors allows parents and professionals to recognize patterns, gain insight into the child’s experiences, and develop interventions that are both effective and responsive to their needs.

What is ABC Data?

ABC data collection is a systematic way to observe and record behavior patterns to determine why certain behaviors occur.

ABC stands for:

Antecedent : The event or situation that occurs immediately before the behavior.
Behavior : The specific action or response exhibited by the individual.
Consequence : The event or outcome that follows the behavior.

By systematically recording these components, ABC data collection helps identify patterns and understand the function behind a behavior. This insight is essential for developing effective behavior intervention plans (BIPs) and promoting positive behavior changes while also considering the child's needs, wants, and lived experiences.

Why is ABC Data Collection Important?
Collecting ABC data offers several benefits, including:

Understanding Environmental Influences : Identifying what triggers and reinforces a behavior helps caregivers and professionals create supportive environments that encourage positive behaviors.
Developing Effective Interventions : Accurate data informs personalized strategies that address the root cause of behaviors. By understanding the function of a behavior, interventions can be designed to teach alternative skills in a way that resonates with the child.
Monitoring Progress Over Time : Ongoing data collection allows families and professionals to track changes, assess the effectiveness of interventions, and make adjustments that align with the child’s growth and needs.

How to Collect ABC Data
Implementing ABC data collection involves several steps:

Observation : Carefully watch and note the antecedent, behavior, and consequence each time the behavior occurs. It is important to remain objective and focus on observable actions rather than assumptions or emotions.
Documentation : Use a structured data sheet to record observations, ensuring consistency and clarity. Many ABA professionals provide templates to make the process easier for parents and caregivers.
Analysis : Review the collected data to identify patterns, which can inform the development of intervention strategies. Look for trends in antecedents and consequences to determine possible functions of the behavior.

Example of ABC Data Collection
Consider a scenario where a child throws a toy:

Antecedent : Parent is on the phone and not paying attention to the child.
Behavior : Child throws the toy across the room.
Consequence : Parent ends the call and scolds the child.

In this case, the data might suggest that the child throws toys to gain attention. Recognizing this pattern allows for the development of strategies that help the child express their need for attention in a more constructive way.

Common Functions of Behavior
Behavior analysts categorize behaviors into four main functions:

Escape/Avoidance : The behavior helps the child avoid or get away from an undesired task or situation.
Attention-Seeking : The behavior is used to gain attention from others.
Access to Tangibles : The behavior occurs to obtain a desired item or activity.
Sensory Stimulation : The behavior provides internal reinforcement, such as self-soothing through repetitive movements.

Understanding these functions helps caregivers and professionals design interventions that respect the child’s experiences while encouraging positive behavioral alternatives.

Tips for Parents on Implementing ABC Data Collection at Home
Parents play a pivotal role in ABC data collection by:

Consistency : Regularly recording behaviors to gather sufficient data for analysis.
Objectivity : Focusing on observable actions without inferring intent or emotions.

Collaboration: Working with ABA professionals to interpret data and develop effective interventions, while also prioritizing the child’s voice, ensuring they are heard, understood, and supported.

Final Thoughts
By using ABC data collection, parents and caregivers gain deeper insight into their child’s behavior, allowing them to provide meaningful support that fosters learning and positive development. Understanding behavior patterns enables families to implement changes that enhance their child’s social experiences and overall well-being.

If you’re looking for guidance on effectively collecting and analyzing ABC data for your child, our team of experienced professionals is here to help. We specialize in behavior analysis and intervention planning tailored to your child’s unique needs. Contact us today to learn more about how we can support your family’s journey toward positive behavior change.

Accountability | Integrity | Empathy | Collaboration

Navigating the IEP Process in Illinois: A Parent’s Guide to Preparation and Rights

Mon, 17 Mar 2025 03:18:26 GMT

"Embarking on the journey of securing an Individualized Education Program (IEP) for your child can be both overwhelming and emotional. Understanding the process, your rights, and available resources can empower you to advocate effectively for your child's educational needs. This guide aims to provide clarity and support as you navigate the IEP process in Illinois."

Understanding the IEP
An Individualized Education Program (IEP) is a legally mandated document designed to meet the unique educational needs of students with disabilities. Under the federal Individuals with Disabilities Education Act (IDEA), eligible students are entitled to a Free Appropriate Public Education (FAPE) tailored to their individual requirements.

Step 1: Recognizing the Need for Evaluation
If you suspect your child has a disability impacting their learning, you have the right to request a comprehensive evaluation. In Illinois, schools are obligated to respond to such requests within 14 school days to determine if an evaluation is warranted. If agreed upon, the evaluation must be completed within 60 school days after receiving parental consent.

Step 2: Understanding Eligibility and the IEP Development Process
Once evaluations are completed, an eligibility meeting is convened to determine if your child qualifies for special education services. If eligible, the IEP team, including you as the parent, will develop the IEP document.

Key components include:

Present Levels of Academic Achievement and Functional Performance (PLAAFP): A detailed overview of your child's current abilities and challenges.
Measurable Annual Goals: Specific, attainable objectives your child is expected to achieve within a year.
Special Education and Related Services: Tailored instructional services and supports to facilitate goal attainment.
Participation with Non-Disabled Children: Extent to which your child will engage with peers in general education settings.
Accommodations and Modifications: Necessary adjustments to the learning environment or curriculum to support your child's learning.

Step 3: Participating Actively in the IEP Meeting
Your involvement is crucial. As an equal member of the IEP team, you have the right to:

Receive Prior Notice: Schools must provide written notice of the IEP meeting date and time at least 10 days in advance.
Access Evaluation Reports: Obtain copies of all evaluation reports prior to the meeting to prepare adequately.
Invite Support Persons: Bring individuals with knowledge or expertise regarding your child, such as advocates or therapists.

Step 4: Reviewing and Implementing the IEP
After the IEP is developed:

Consent for Services: Your written consent is required before the implementation of special education services.
Timely Implementation: Services outlined in the IEP should commence promptly, typically within 10 school days of the IEP meeting.
Regular Monitoring: The IEP must be reviewed at least annually to assess progress and make necessary adjustments. Additionally, a comprehensive reevaluation is required every three years to determine continued eligibility and appropriate services.

Understanding Your Rights and Procedural Safeguards
Illinois provides specific procedural safeguards to protect your rights and those of your child:

Independent Educational Evaluation (IEE): If you disagree with the school's evaluation, you have the right to request an IEE at public expense.
Prior Written Notice: Schools must inform you in writing of any proposed changes to your child's identification, evaluation, or educational placement.
Dispute Resolution: Options include mediation, due process hearings, and filing complaints with the Illinois State Board of Education (ISBE).
Working with an Advocate: Parents can choose to work with a special education advocate who can help navigate the IEP process, provide guidance on legal rights, and support parents in negotiations with the school district. Advocates are particularly helpful in cases where parents feel their child's needs are not being met or if they face resistance from the school.

Additional Resources for Illinois Parents

Empowering yourself with knowledge and support is vital. Consider the following organizations:

Illinois State Board of Education (ISBE) Special Education Services : Offers guidance on policies, procedures, and dispute resolution.
Family Matters Parent Training and Information Center (FMPTIC) : Provides workshops, resources, and individual assistance to parents navigating special education.
Equip for Equality : Offers legal advocacy and resources for families of students with disabilities.
Reading a student's IEP ( downloadable PDF )
Illinois Legal Aid Online : Provides comprehensive information on special education rights and processes.
Wright's Law : A national resource providing legal and advocacy guidance on special education law.
A Day In Our Shoes : A resource-rich website dedicated to empowering parents of disabled children by providing guidance, tools, and support to confidently navigate their child's Individualized Education Program (IEP) or 504 plan.

Final Thoughts

Navigating the IEP process requires patience, knowledge, and collaboration. Remember, as a parent, you are your child's most ardent advocate. By understanding your rights, actively participating in meetings, and utilizing available resources, you can ensure that your child receives the personalized education they deserve. While the journey may present challenges, you are not alone—numerous organizations and professionals are ready to support you every step of the way.

Note: The information provided in this guide is based on current Illinois regulations and federal laws as of March 2025. For the most up-to-date information, always consult official state and federal resources.

Accountability | Integrity | Empathy | Collaboration

Understanding the Difference Between Respite Care and ABA Therapy for Children on the Autism Spectrum (and Why Both Are Important!)

Sat, 02 Nov 2024 19:22:58 GMT

"Raising a child on the autism spectrum can be a journey filled with both unique challenges and extraordinary rewards. For parents, balancing the daily responsibilities of caring for a child with autism with the need for occasional rest can be a delicate dance. Two key resources that many families turn to are respite care and ABA (Applied Behavior Analysis) therapy. However, while both respite and ABA can offer support, they have different purposes and benefits. Let’s take a closer look at how these services differ and what each can provide for you and your child."

Respite Care: A Crucial Break for Caregivers

Respite care is a service primarily intended to provide a temporary break for caregivers, giving parents a chance to recharge, focus on other tasks, or simply rest. Respite care providers typically focus on ensuring your child’s safety and comfort, allowing parents a much-needed break without worrying about their child’s well-being.

The main purpose of respite care is not to teach or guide your child through structured learning. Rather, it is a way for parents to step away momentarily, knowing their child is in safe hands. Respite care is not therapy or intervention; it is simply a short-term caregiving solution designed to support the family as a whole.

ABA Therapy: A Path Toward Skill Development and Independence

ABA therapy, by contrast, is a structured, goal-oriented approach aimed at helping children on the autism spectrum develop specific skills, reduce challenging behaviors, and ultimately gain greater independence. ABA is designed to support areas such as communication, social skills, behavior management, and daily living skills through individualized, evidence-based strategies. Over time, progress is carefully tracked, allowing therapists to modify and adapt programs to meet each child’s evolving needs.

The ultimate goal of ABA therapy is to help a child build the skills needed for success and eventual "graduation" from therapy. This approach focuses on long-term growth rather than short-term relief, with therapists/clincal team, parents, and the child all actively engaged in the journey.

Why ABA Therapy is Not Childcare

One common misconception is that ABA therapy serves as a form of childcare. Although it may provide parents with time to focus on other tasks, ABA is not simply about supervision. Every ABA session has targeted goals and a structure that reflects the child’s needs. ABA therapy also requires parents to be involved, especially through parent training and implementation of strategies outside of therapy sessions. Parental engagement is essential in achieving sustainable, meaningful change, as the child’s progress is supported not only during therapy but also in their everyday environment.

ABA therapists work closely with families to empower them with skills that reinforce the child’s learning outside the sessions. When parents actively participate and incorporate strategies at home, it increases the likelihood of the child’s continued success and growth.

Clinic-Based ABA: A Controlled Setting for Learning Key Skills

In a clinic-based ABA setting, children have access to a controlled environment where they can focus on skill-building without the distractions or complexities of a home setting. Clinic-based ABA often emphasizes social skills and communication, as children have opportunities to interact with therapists and potentially other children in a structured way. This controlled environment allows therapists to tailor interactions and gradually introduce situations that target specific skills.

Benefits of clinic-based ABA include:

Enhanced Focus: In a clinic, children are in an environment designed specifically for learning. The absence of household distractions can help children concentrate on tasks and make it easier for therapists to work on specific goals.
Structured Social Interaction: Clinics may offer opportunities for social skills training with peers in a controlled setting, allowing children to develop key communication skills in a safe, supportive environment.
Consistent Environment for Skill-Building: Clinic settings allow therapists to control the environment, making it easier to manage factors like lighting, noise, and other variables that can impact behavior.

Clinic-based ABA can help children build a foundation of skills in a structured environment, which can later be transferred to more complex settings, like home or community spaces, where they may encounter different challenges.

Home-Based ABA: Supporting Generalization and Community Skills

Home-based ABA offers another dimension of support that is particularly valuable once a child has made foundational progress in a clinic setting. Bringing ABA into the home allows the therapist to help the child generalize the skills they’ve learned, applying them across different contexts within their everyday environment. The benefits of home-based ABA include:

Promoting Independence in Familiar Settings: In-home ABA sessions allow the therapist to work on skills that are specific to the child’s daily life, from self-care routines to effective communication with family members.
Generalization of Skills: Generalization is a critical component of effective learning, especially for children with autism. Home-based ABA helps ensure that the skills learned in the clinic transfer to other settings, making the skills truly functional.
Community Integration: In-home ABA can also extend into the community, where therapists might work on skills like safely crossing the street, grocery shopping, or interacting with peers in public spaces. Community support builds a child’s confidence and prepares them for greater independence.
Parent Involvement on a Granular Level: One of the most significant benefits of in-home ABA is that it allows for real-time parent participation. Parents can observe the therapy sessions, learn strategies from the therapist, and reinforce these strategies in everyday interactions. This involvement is crucial for helping children generalize skills, as parents can carry over ABA techniques throughout the week.

Choosing the Right Setting for Your Child

Both clinic-based and home-based ABA have unique advantages, and the decision often depends on your child’s specific needs and therapy goals. Some children may start in a clinic setting to build a foundation of skills, transitioning to home-based services as they grow. Others may benefit from a combination of both settings. Your ABA team can help guide you in making the right choice for your child’s individual needs.

Funding Options and Balancing Support with Rest

ABA therapy and respite care both support families of children on the autism spectrum, yet funding these services can be challenging. ABA therapy is generally covered by insurance due to its proven effectiveness. However, funding for respite care is less common knowledge. Some states and organizations offer grants or Medicaid waivers to help with respite costs, especially for families with children who have developmental disabilities. Exploring these options can make respite care more accessible, providing parents with valuable rest while ensuring their child’s safety.

Balancing ABA therapy and respite care can empower families. Respite care gives parents a chance to recharge, while ABA therapy invests in the child’s growth with active participation from both therapists and parents. Understanding these resources helps families make choices that benefit both the child and the family as a whole.

For further information, consider exploring these resources:

The Illinois Respite Coalition offers services, vouchers, referrals and support.
Jewish Child and Family Services (JCFS) provides support and short-term relief for families caring for children with disabilities and special needs.
Good Shepherd Center of Hazel Crest, Illinois , provides In-Home Respite and an extensive referral list.
The Department of Human Services offers In-Home and Residential Respite services for children and adults.
The Division of Rehabilitation Services offers Home Services and Respite.
National Respite Network and Resource Center Registry Locator offers a directory to find those who provide respite services near you.

With the right knowledge and resources, you can provide the support your child needs while also ensuring you take the time to care for yourself. By making informed choices about services, you are setting the stage for a journey of growth, independence, and success for your child.

Accountability | Integrity | Empathy | Collaboration

Navigating Insurance Authorization for ABA Services

Mon, 01 Jul 2024 01:23:11 GMT

For many insurance plans, ongoing ABA services require authorization from insurance. This guide aims to demystify the process, providing a clear roadmap from the initial phone call to receiving ongoing services as it pertains to insurance.

The Initial Phone Call

Your first step is reaching out to an ABA service provider. During this call, you'll typically discuss:

Basic Information: The intake coordinator will gather essential details about your child, including their age, diagnosis, and any previous treatments.
Insurance Verification: The provider will ask for your insurance information to verify coverage for ABA services. We have discussed more on insurance particulars here .
Preliminary Questions: You may be asked about your child’s behaviors, strengths, challenges, and any specific goals you have in mind.

This initial call usually lasts about 30 minutes to an hour. It's helpful to have your insurance card, any relevant medical or educational records, and a list of questions handy as well as be ready to share what your availability will be. If a waitlist is discussed, ask to be placed on it.

Verification and Pre-Authorization

Once your initial call is complete, the provider will proceed with verifying your insurance benefits. This process involves:

Insurance Verification: The provider contacts your insurance company to confirm coverage details, including any co-payments, deductibles, and coverage limits for ABA services.
Pre-Authorization: Some insurance plans require pre-authorization before an assessment for ongoing services can be scheduled . This involves submitting documentation of your child's diagnosis and the proposed treatment plan to the insurance company for approval.

This phase can take anywhere from a few days to a couple of weeks, depending on the responsiveness of the insurance company. Some plans do not have this step so it is important to share your insurance details as soon as possible to prevent delays.

Assessment and Initial Meeting with a BCBA (In Person)

Once insurance approval is secured (if required), the next step is scheduling an assessment with a BCBA. The assessment(s) run during this appointment help to determine what skills your child has and areas where they need additional support. This includes:

Comprehensive Evaluation: The BCBA will conduct a detailed assessment of your child's behaviors, skills, and areas of need. This may involve direct observation, standardized assessments, and interviews with you and other caregivers.
Goal Setting: Based on the assessment, the BCBA will collaborate with you to set specific, measurable goals for your child’s ABA program.

This assessment usually takes place over one or more sessions and can last several hours in total.

Developing the Treatment Plan

After the assessment, the BCBA will develop a customized treatment plan tailored to your child's needs. This plan will include:

Goals and Objectives: Specific, measurable goals that your child will work towards.
Intervention Strategies: Detailed descriptions of the interventions and techniques that will be used to achieve the goals.
Schedule of Services: Recommendations for the frequency and duration of therapy sessions.

The development of the treatment plan typically takes about one to two weeks.

Review of Authorization Request Report

With the treatment plan in place, it's time to discuss findings with the family. This is a crucial step to ensure continuity and agreement with programming and goals. This is perhaps the most important meeting in the process prior to starting services.

Ensuring Alignment and Understanding:
Family Goals and Expectations: It allows for alignment between the BCBA's goals and the family’s expectations. Understanding the family's priorities and incorporating their input ensures that the therapy plan is relevant and meaningful to them.
Clarifying Objectives: Discussing the goals helps clarify what each goal entails, the rationale behind them, and how they will be addressed in therapy. This clarity helps the family understand the intended outcomes and the steps to achieve them.
Building Trust and Collaboration:
Trust Building: Transparent communication fosters trust between the therapist and the family. When families feel included and heard, they are more likely to trust the therapist’s expertise and recommendations.
Collaborative Approach: Engaging the family in the goal-setting process promotes a collaborative relationship. This partnership is crucial for the success of the therapy, as it encourages active participation and support from the family.
Family Commitment: When families understand and agree with the goals, they are more likely to be committed to the therapy process. Their commitment is vital for consistent implementation of strategies outside of therapy sessions. This is also important as insurance may not authorize ongoing services in the future if multiple sessions were missed or availability decreases.
Increasing Commitment and Engagement:
Family Commitment: When families understand and agree with the goals, they are more likely to be committed to the therapy process. Their commitment is vital for consistent implementation of strategies outside of therapy sessions.
Enhanced Engagement: Involving the family in goal discussions enhances their engagement in the therapy process. They are more likely to be proactive in supporting their child’s progress and reinforcing therapeutic interventions at home.
Identifying and Addressing Concerns:
Addressing Concerns: Families may have concerns or questions about specific goals or approaches. Discussing these beforehand allows the therapist to address any issues, provide additional information, and make necessary adjustments.
Cultural and Contextual Sensitivity: Families can provide insights into cultural, contextual, or practical considerations that may impact the implementation of the therapy goals. This feedback ensures that the therapy plan is culturally sensitive and feasible within the family’s context.
Facilitating Authorization and Funding:
Smooth Authorization Process: Ensuring that the family understands and agrees with the assessment goals can streamline the authorization process with funding sources. It reduces the likelihood of delays or denials due to misunderstandings or lack of family support.
Comprehensive Justification: Discussing and refining the goals with the family helps create a more comprehensive and justified report for authorization, increasing the chances of approval from insurance or other funding entities.

Submittal of Authorization Report

The most straight forward step. Once the goals for ABA therapy have been reviewed with the family, the report is submitted to insurance. The time it takes for authorization is again dependent on the insurance plan. We generally see approval within two to three weeks of date of submittal.

Re-authorization every 6 months

As therapy progresses, your insurance plan will want to ensure that your child is making progress, growth, and mastering and maintaining new skills. Their interest will include a review of services as well as reports. Generally, you will need to have reauthorization for services every six months. To support ongoing services your ABA provider will have:

Regular Assessments: The BCBA will conduct regular assessments to monitor progress and adjust the treatment plan as needed.
Family Involvement: Active participation from family members is encouraged to reinforce skills and strategies at home.
Team Meetings: Periodic team meetings involving the BCBA, therapists, and family members will ensure everyone is aligned on goals and progress.

Periodic Neuropsychological Re-evaluation Requirements

Some insurance providers may require a neuropsychological evaluation every few years (commonly every three years) to confirm the ongoing medical necessity of ABA services. This is insurance provider specific as well as plan specific.

This is separate from treatment plan updates or reauthorizations. Check your specific plan details or contact your insurance representative to verify if and when these evaluations are required. Scheduling re-evaluations early can help avoid any disruption in services.

Billing Statements

Regarding billing, here's what to expect:

Initial Billing: The first billing statement typically arrives within the first month of starting services. This statement may include charges for the initial assessment, treatment plan development, and therapy sessions.
Insurance Claims: The provider will submit claims to your insurance company. You’ll receive an Explanation of Benefits (EOB) from your insurer detailing what has been covered and any remaining balance.
Out-of-Pocket Costs: Depending on your insurance plan, you may be responsible for copayments, coinsurance, or deductibles. These out-of-pocket costs will be itemized in your billing statement.

Final Thoughts

Navigating the authorization process for ABA services can be complex, but understanding each step helps make the journey smoother. From the initial phone call to ongoing services, clear communication with your provider and active involvement in your child’s therapy are key to success. Remember, your provider is there to support you every step of the way, ensuring that your child receives the best possible care tailored to their unique needs.

If you have any questions or need further clarification, don't hesitate to reach out to your ABA provider. They are there to help you navigate this process and ensure your child’s success in their ABA therapy journey.

To read more blogs associated with understanding insurance click here !

Navigating Parenting Challenges with Compassion and Understanding

Sun, 30 Jun 2024 23:55:05 GMT

"Parenting is one of the most rewarding yet challenging journeys you can embark upon. As parents, we want to do everything we can to support our children’s growth and development, especially when they have unique needs that require specialized attention. Navigating when to adhere strictly to behavioral plans and when to exercise flexibility can be particularly daunting. We're here to say that it's ok to give in at 2AM if it means putting your mental health first"

Understanding the Importance of Consistency

Consistency is a cornerstone of Applied Behavior Analysis (ABA). ABA interventions are designed to modify behavior through the consistent application of positive reinforcement and consequences. This structure helps children understand expectations and learn new skills. For example, if your child has a goal of using words to request items instead of crying, consistently responding to their verbal requests and not giving in to crying can teach them that using words is an effective way to communicate. However, life isn't always so straightforward. There are times when rigid adherence to a plan may not be practical or beneficial for you or your child. Understanding when to be flexible is essential.

When to Hold Firm

Holding firm is crucial when:

Safety is a Concern: If a behavior is dangerous to your child or others, consistency is non-negotiable. Ensuring safety is always the top priority.
Clear Teaching Moments: When a specific behavior is being targeted for change, like teaching your child to use a fork instead of their hands, consistency helps reinforce the new skill.
Public Settings: In situations where inconsistency might lead to greater behavioral challenges or aggression, maintaining the structure can help manage behavior more effectively.
Consistent Routines: Daily routines such as bedtime, mealtime, and getting ready for school are crucial for providing a sense of stability and predictability, which many children, especially those with developmental challenges, thrive on.

When to Be Flexible

Flexibility is equally important when:

Physical and Emotional Well-Being: If your child is unwell or exhausted, pushing them to adhere to a plan may not be reasonable. Understanding their state and being compassionate can sometimes mean giving in temporarily. When in doubt, treat you child how you would want to be treated in a similar situation.
Parental Well-Being: Your well-being is critical, too. If it’s 2 AM and your child is having a behavior episode that is preventing everyone from sleeping, it’s okay to choose rest over adherence to a plan. Your ability to function the next day and provide consistent care depends on it.
Unique Situations: Life is unpredictable. Special occasions, family gatherings, or travel can disrupt routines. In these cases, prioritizing the overall experience and minimizing stress can be more beneficial than strict adherence to ABA goals.
Emotional Crises: If your child is experiencing a significant emotional event, such as grief or anxiety, showing empathy and providing comfort takes precedence over behavior goals. Letting your child feel heard and experience the feelings naturally demonstrates to your child that they are in a safe space with you.

The Perspective of the Child

Understanding your child's perspective is key to effectively managing their behavior. Children, especially those with developmental challenges, may not always grasp the reasoning behind behavioral expectations and interventions. To better view your child's lived experience and perspective, consider:

Communication Barriers: Many children with behavioral challenges struggle with communication. They might act out because they cannot express their needs or frustrations verbally. Recognizing these barriers can help you approach the situation with more empathy.
Developmental Understanding: Your child's cognitive and emotional development level significantly impacts how they perceive and respond to expectations. For instance, a younger child or one with developmental delays might not understand why they need to wait patiently or share toys.
Stress and Sensory Overload: Children with behavioral challenges often experience heightened sensitivity to their environment. Loud noises, bright lights, or crowded spaces can overwhelm them, leading to challenging behaviors. Being aware of these triggers allows you to create a more supportive environment where your child will feel safe.

How to Tell if Your Child is Making Growth Objectively

ABA therapy takes time, it's not unusual for parents to want to see the data. But how do we differentiate between subjective and objective with progress? Monitoring progress objectively can provide reassurance that your child is developing positively, even if day-to-day challenges persist. Here are ways to assess growth:

Data Collection: Consistently track specific behaviors over time. Use charts or apps to record occurrences of target behaviors, both positive and challenging. Look for trends and patterns indicating improvement. Many ABA practices have parent portals, your BCBA can help in creating tracking behavior worksheets, and parent treatment guidance sessions can be a great time to review data collection.
Achievement of Milestones: Compare your child's current abilities to previous assessments. Celebrate small victories, such as mastering a new skill or reducing the frequency of a problematic behavior. While we may not see mastery of goals within a months period of time expanding the period of treatment and reviewing growth quarterly or even yearly can provide reassurance that your child is making progress.
Feedback from Others: Teachers, therapists, and other caregivers can provide valuable insights into your child's progress. Regular communication with your support team ensures a comprehensive understanding of your child's development.
Increased Independence: Notice if your child is becoming more independent in daily activities. Improvements in self-care, communication, and social interactions are strong indicators of growth.
Emotional Regulation: Observe how your child manages emotions. Increased ability to cope with frustration, express feelings appropriately, and recover from setbacks shows significant progress.

Finding Balance

Finding the right balance between consistency and flexibility is a dynamic process. Here are some strategies to help:

Set Realistic Goals: Work with your BCBA to set achievable goals that consider both your child’s needs and your family’s capacity.
Prioritize Goals: Identify which goals are critical and which ones can be relaxed in certain situations. This prioritization can guide you when making decisions about when to give in.
Communicate with Your Support Team: Regularly update your child’s BCBA, teachers, and other caregivers about what’s working and what’s not. They can offer insights and adjustments to the behavior plan that better fit your family’s needs.
Practice Self-Compassion: It’s okay to not be okay. Parenting is a journey filled with learning experiences. Give yourself grace and acknowledge the effort you put into supporting your child.

Conclusion

Navigating the balance between adherence to ABA goals / programming and exercising flexibility requires both structure and compassion. Remember, it’s not about following the plan perfectly but about making informed, empathetic decisions that support both your child's development and your family's well-being. Parenting is hard, but you’re not alone. Reach out to your support network, seek professional guidance when needed, and always trust your instincts. Your love and dedication to your child are the most powerful tools you have.

If you ever find yourself in need of more specific guidance or just someone to talk to, don't hesitate to reach out to a BCBA or other professionals who understand your unique challenges. You're doing an incredible job, and every step forward, no matter how small, is a victory worth celebrating.

Understanding Trauma-Informed Care in ABA: A Compassionate Approach

Sun, 30 Jun 2024 22:37:48 GMT

In the world of Applied Behavior Analysis (ABA), a transformative shift has been unfolding—a shift toward neuro-affirming practices that are trauma-informed. This evolution is not just a trend; it’s a necessary response to the growing understanding of how past trauma impacts behaviors in the present, and respect for the autonomy and uniqueness of the children and families we're committed to serving.

What is Trauma-Informed Care?

Trauma-informed care is an approach that recognizes the presence of past (and present) trauma symptoms and acknowledges the role trauma may play in an individual’s life. This method is grounded in an understanding of and responsiveness to the impact of trauma. It emphasizes physical, psychological, and emotional safety for both providers and survivors and aims to create opportunities for survivors to rebuild a sense of control and empowerment.

An example of trauma in the context of Applied Behavior Analysis (ABA) could involve a child with autism who experienced a traumatic event at school, such as being bullied by peers. This trauma might manifest in increased anxiety, withdrawal, or aggression during therapy sessions. Understanding this trauma-informed approach would involve recognizing these behaviors not as isolated incidents but as responses to a past traumatic experience. The therapy would then focus on creating a safe and supportive environment, building trust, and using strategies to help the child feel secure and empowered, thus addressing both the behavioral and emotional aspects of their experience.

The principles of trauma-informed care include:

Safety : Ensuring the physical and emotional safety of the individual.
Trustworthiness and Transparency : Building and maintaining trust with individuals and their families.
Peer Support : Encouraging relationships and support systems that foster trust and mutual aid.
Collaboration and Mutuality : Valuing and promoting partnerships.
Empowerment, Voice, and Choice : Prioritizing the individual’s right to make decisions and advocating for their needs.
Cultural, Historical, and Gender Issues : Recognizing and addressing systemic inequalities and their impact on individuals.

Applying Trauma-Informed Care to ABA

Incorporating trauma-informed care into ABA involves understanding that behaviors often serve as coping mechanisms for dealing with trauma. This perspective requires us to look beyond the behavior itself and consider the underlying experiences and emotions driving it. Here's how we can apply trauma-informed principles in ABA:

Creating Safe Environments - Ensuring that therapy environments are safe and non-threatening is crucial. This involves being mindful of the physical space, maintaining predictable routines, and using calming strategies. By creating a safe space, we reduce anxiety and help individuals feel more secure, which can significantly impact their engagement and progress in therapy.
Building Trust and Transparency - Trust is fundamental in any therapeutic relationship. ABA practitioners must be transparent with individuals and their families about the goals, methods, and expectations of therapy. Open communication fosters trust and helps build a collaborative relationship where the individual feels respected and understood.
Incorporating Peer Support - Encouraging peer interactions and support can be incredibly beneficial. Peer support offers individuals the opportunity to share experiences, learn from each other, and build a sense of community. In ABA, this might involve group sessions or social skills groups where individuals can interact in a supportive and structured environment.
Fostering Collaboration and Mutuality - ABA practitioners should work collaboratively with individuals and their families, valuing their input and expertise. This collaborative approach ensures that therapy is tailored to the individual’s unique needs and preferences, fostering a sense of ownership and active participation in the therapeutic process.
Empowering Individuals - Empowerment in ABA means giving individuals a voice in their therapy. This includes involving them in goal-setting, respecting their choices, and encouraging self-advocacy. By empowering individuals, we help them build confidence and independence, which are crucial for their overall well-being.
Recognizing and Addressing Cultural and Historical Contexts - ABA practitioners must be culturally competent and sensitive to the diverse backgrounds and experiences of the individuals they serve. This involves understanding and respecting cultural differences, as well as being aware of historical and systemic factors that may impact the individual’s experiences and behaviors.

Moving Towards Neuro-Affirming Practices in ABA

The field of ABA has made significant strides in becoming more neuro-affirming , moving away from approaches that seek to "normalize" behavior to ones that celebrate neurodiversity and support individual differences.

Here are some key changes that have occurred:

Shifting Focus from Compliance to Independence - Historically, ABA has been criticized for focusing too much on compliance and behavior modification. Today, there is a growing emphasis on promoting independence and functional skills. The goal is not to change the individual but to help them develop skills that enhance their quality of life and independence.
Valuing the Individual’s Perspective - A neuro-affirming approach values and respects the individual’s perspective. This means listening to their experiences, understanding their unique ways of processing the world, and incorporating their interests and strengths into therapy. By doing so, we create more personalized and effective interventions.
Promoting Self-Advocacy - Encouraging self-advocacy is a critical aspect of neuro-affirming ABA. This involves teaching individuals to express their needs and preferences, understand their rights, and advocate for themselves in various settings. Self-advocacy empowers individuals and supports their long-term success and independence.
Fostering Inclusive Practices - Inclusive practices ensure that individuals with diverse needs are supported and integrated into their communities. This includes advocating for accommodations, promoting acceptance, and creating environments where everyone feels valued and included. Inclusivity is at the heart of a neuro-affirming approach.
Using Positive and Respectful Interventions - Modern ABA emphasizes the use of positive and respectful interventions that align with the individual’s values and preferences. This involves avoiding punitive measures and instead focusing on positive reinforcement, skill-building, and supportive strategies that respect the individual’s dignity.

Here to Stay? A Compassionate and Empowering Approach

The integration of trauma-informed care and neuro-affirming practices into ABA represents a compassionate and empowering approach to therapy. It acknowledges the complexity of human behavior and the profound impact of trauma, emphasizing safety, trust, empowerment, and respect for neurodiversity.

As practitioners, our goal is not to change or takes away the uniqueness and personalities of the students we work with. Rather, to support families and students in living more independent and fulfilling lives. By embracing trauma-informed and neuro-affirming practices, we create a therapeutic environment that respects and celebrates each individual’s unique strengths and experiences.

In doing so, we not only enhance the effectiveness of ABA but also contribute to a more inclusive and compassionate society where everyone has the opportunity to thrive. This shift represents a significant evolution in the field, prioritizing the well-being and dignity of those we serve and ensuring that our practices are as effective and respectful as possible. It's powerful when you feel heard and we wouldn't think of having it any other way.

Accountability | Integrity | Empathy | Collaboration

The Versatility of ABA: Tackling Challenges from Executive Functioning to Emotional Regulation

Sun, 30 Jun 2024 19:17:13 GMT

"Over the past 60 years, ABA has evolved significantly, introducing numerous innovative methods to support the students and families we serve. From emotional regulation to managing motor loops, ABA plays a vital role in fostering your child's growth while celebrating and preserving the unique qualities that make them who they are."

As parents, we all want the best for our children, especially when it comes to their development and well-being. You might have heard various opinions about Applied Behavior Analysis (ABA) and wondered if it can truly address the unique challenges your child faces. This blog is here to explore those concerns and provide a friendly, clear explanation of how ABA can and does tackle a wide range of issues, from emotional regulation and executive functioning to sensory processing and communication.

Understanding the various perspectives on Applied Behavior Analysis (ABA) can be overwhelming, and it's natural to have questions about how it can address the unique challenges your child faces. Our practice is dedicated to not changing who your child is but helping them gain independence and develop essential functional skills through a trauma-informed and neuro-affirming approach. By sharing real-life examples and breaking down the concepts into easy-to-understand terms, we aim to show you how ABA's personalized and collaborative approach is a powerful and effective tool in helping your child grow and gain independence.

Interoception

Interoception refers to the internal sense of the physiological condition of the body. Challenges in interoception can manifest as difficulty in recognizing hunger, thirst, or emotional states. ABA can address interoception by teaching individuals to identify and respond to internal cues through structured interventions and reinforcement strategies. By breaking down the skill into manageable steps and using data-driven methods, ABA helps individuals become more aware of and responsive to their internal states.

Task Analysis: Break down internal cue recognition into smaller, teachable steps.
Reinforcement: Use positive reinforcement to encourage correct identification of internal states.
Prompting: Provide verbal or visual prompts to help individuals recognize and respond to internal cues.
Data Collection: Track progress to adjust interventions as needed.

Executive Functioning

Executive functioning encompasses skills like planning, organization, and impulse control. ABA targets these skills by developing individualized programs that focus on enhancing specific executive functions. Through task analysis, prompting, and reinforcement, individuals can learn to manage time, follow multi-step instructions, and regulate their behavior effectively.

Goal Setting: Establish clear, measurable goals for executive functioning skills.
Self-Monitoring: Teach individuals to monitor and record their own behavior.
Shaping: Gradually build complex executive skills through reinforcement of successive approximations.
Modeling: Demonstrate executive function skills to provide a clear example for imitation.

Unintentional Motor Loops

Unintentional motor loops, such as repetitive movements or tics, can interfere with daily functioning. It is important to note that not all motor loops need intervention, as they may help in calming oneself and/or be something you child finds enjoyable. In the instances where motor loops are dangerous to the student and those around them, ABA interventions can help reduce these behaviors by identifying their triggers and reinforcing alternative, more functional behaviors. Techniques like Differential Reinforcement of Incompatible Behavior (DRI) are particularly effective in addressing these issues.

Functional Behavior Assessment (FBA): Identify the triggers and functions of motor loops.
Differential Reinforcement: Reinforce alternative behaviors that are incompatible with motor loops.
Response Interruption and Redirection (RIRD): Interrupt repetitive behaviors and redirect to appropriate actions.
Token Economy: Use a system of tokens to reinforce reduction in motor loops.

Emotional Regulation

Emotional regulation is crucial for social interactions and overall well-being. ABA strategies like Functional Communication Training (FCT) and self-monitoring techniques help individuals express their emotions appropriately and cope with stress. By teaching alternative behaviors and providing consistent reinforcement, ABA can significantly improve emotional regulation.

Coping Strategies: Teach and reinforce appropriate coping mechanisms.
Behavior Contracts: Establish agreements that outline expected behaviors and reinforcements.
Social Stories: Use narratives to help individuals understand and manage emotions.
Relaxation Training: Incorporate techniques like deep breathing and progressive muscle relaxation.

Lack of Engagement with Presented Content

Engagement issues often stem from a mismatch between the individual's interests and the presented content. ABA addresses this by incorporating the individual's preferences and interests into the learning materials, thus increasing motivation and engagement. Reinforcement schedules are tailored to maintain interest and participation.

Preference Assessments: Determine individual interests to incorporate into learning activities.
Variable Ratio Reinforcement: Use an unpredictable schedule of reinforcement to maintain high levels of engagement.
Incorporating Choice: Allow individuals to choose between different tasks or activities.
Active Engagement Techniques: Utilize hands-on activities and interactive learning.

Fatigue or Endurance

Fatigue and endurance problems can be addressed by gradually increasing the duration and intensity of tasks. ABA uses principles of shaping and reinforcement to build stamina and endurance, ensuring tasks are manageable and incrementally challenging.

Graduated Exposure: Gradually increase the duration and intensity of tasks
Behavioral Momentum: Start with easier tasks to build momentum before introducing more challenging ones.
Reinforcement for Endurance: Provide reinforcement for sustained effort and participation.
Pacing Strategies: Teach individuals to take breaks and manage their energy effectively.

Visual Processing

For individuals with visual processing difficulties, ABA employs visual supports, prompts, and systematic desensitization to enhance processing skills. These strategies help in making visual information more accessible and easier to interpret.

Visual Supports: Use visual schedules, charts, and cues to aid processing.
Systematic Desensitization: Gradually expose individuals to visual stimuli to reduce sensitivity.
Visual Discrimination Training: Teach individuals to distinguish between different visual inputs.
Environmental Modifications: Adapt the environment to minimize visual distractions.

Lack of Robust Communication

Communication challenges are a primary focus in ABA. Through methods like Picture Exchange Communication System (PECS) and Augmentative and Alternative Communication (AAC), individuals learn to communicate effectively. ABA tailors communication interventions to the individual's current abilities, promoting progress and proficiency.

Mand Training: Teach individuals to make requests effectively.
Natural Environment Teaching (NET): Use natural settings to promote communication skills.
Errorless Teaching: Prevent errors in communication to build confidence and skill.
Reinforcement of Communication Attempts: Reinforce all attempts at communication, even if imperfect.

Underestimated Abilities

ABA practitioners believe in the potential of every individual. By using ongoing assessment and data collection, ABA ensures that interventions are adapted to the individual’s evolving abilities, thereby fostering an environment where progress is recognized and underestimated abilities are brought to light.

Continuous Assessment: Regularly assess skills to adjust interventions.
Strength-Based Approach: Focus on and build upon individual strengths.
Generalization: Teach skills in various contexts to promote generalization.
Incremental Goals: Set and achieve small, measurable goals to build confidence.

Sensory Processing

Sensory processing issues can be addressed through sensory integration techniques and individualized sensory diets within ABA programs. These interventions help individuals manage sensory input effectively, improving their ability to function in various environments.

Sensory Diets: Implement individualized plans of sensory activities.
Reinforcement of Tolerance: Reinforce tolerance of sensory inputs.
Desensitization: Gradually introduce sensory stimuli to reduce hypersensitivity.
Alternative Behaviors: Teach appropriate alternative behaviors to manage sensory needs.

Underlying Mental Health Conditions

ABA is not a standalone solution for mental health conditions, but it can complement other treatments by addressing behavior patterns associated with these conditions. Collaborative efforts with mental health professionals ensure a holistic approach, integrating behavioral strategies with therapeutic support.

Collaborative Approach: Work with mental health professionals to integrate ABA and therapeutic support.
Behavioral Activation: Increase engagement in positive activities to improve mood and behavior.
Skill Building: Focus on building skills that can alleviate symptoms of mental health conditions.
Crisis Management Plans: Develop plans to manage potential crises effectively.

Proprioception

Proprioception, or the sense of body position and movement, can be improved through activities that enhance body awareness. ABA uses structured exercises and reinforcement to help individuals develop better proprioceptive skills, leading to improved coordination and movement.

Motor Planning Activities: Use activities that promote body awareness and movement planning.
Reinforcement for Movement: Reinforce participation in proprioceptive activities.
Structured Physical Activities: Incorporate structured exercises to enhance proprioceptive skills.
Task Analysis for Movement: Break down complex movements into manageable steps for teaching.

Collaborative and Comprehensive Approach

ABA is inherently collaborative, involving not just the individual but also their family, caregivers, and other professionals. By fostering a team approach, ABA ensures that interventions are comprehensive and consistently applied across different settings. This collaboration ensures that all aspects of an individual's development are addressed, promoting overall growth and well-being.

Family Involvement: Engage family members in the intervention process.
Interdisciplinary Collaboration: Work with other professionals (e.g., speech therapists, occupational therapists) to provide holistic care.
Consistent Implementation: Ensure that interventions are applied consistently across different settings.
Individualized Programming: Tailor interventions to meet the unique needs and preferences of each individual.

In conclusion, ABA is a versatile and evidence-based approach that effectively addresses a wide range of challenges. By tailoring interventions to individual needs and working collaboratively, ABA practitioners can help individuals achieve meaningful improvements in their daily lives. The holistic and adaptive nature of ABA ensures that it remains a powerful tool in promoting positive behavioral change and enhancing quality of life.

Accountability | Integrity | Empathy | Collaboration

Common Misconceptions About ABA

Fri, 28 Jul 2023 19:18:37 GMT

Every parent or caregiver wants to make an informed decision for their child. When searching for more information about ABA services it can be daunting to read about all the positive and negative experiences those who have received services have had. Vilij ABA is a neurodiverse affirming practice and while we can't speak to how others practice ABA, we can share how we operate. ABA therapy has evolved over the last six decades and some misconceptions continue to linger. Here are our top 5 misconceptions of ABA.

ABA can only be used with young children diagnosed with Autism Spectrum Disorder (ASD).

ABA can be used with anyone, for any age range, and any individual with neurotypical or neurodiverse needs. ABA include the evidence, science, and data-driven based principles that seek to monitor and measure behavior, understand the underlying reasons, and develop approaches for learning change. Using these principles, ABA can be used for a variety of different reasons. Some examples include: increasing your frequency/duration of working out, decreasing eating unhealthy foods, increasing appropriate ways to request/gain attention.

ABA can only be used with children with severe behavioral concerns.

ABA can be helpful in decreasing some behavioral concerns or challenging behaviors, that is true. These can include self-injurious behaviors (SIB), elopement, tantrum. However, ABA can be used for so many more reasons other than decreasing inappropriate behaviors, both to increase and decrease behaviors. For example, if a young adult is having a difficult time remembering to pack his/her backpack the night before school, ABA can be used to increase his/her appropriate behavior of packing the backpack. If a student is having a difficult time using his/her words to communicate, ABA principles can be applied to increase his/her functional communication. ABA is a collaborative therapy, meaning collaborative efforts should be made with any other therapies the child/adult are enrolled in. When done appropriately there is synergy between all therapy a child and family receives. This results in support with consistency, generalization, and maintenance of skills!

ABA only uses "table work” and drills kids to rote memorize skills for hours at a time.

Meaningful treatment plans should be individualized and goals should be collaboratively communicated with the parents. Goals being worked on should be functional to the students skill level and age. While it may be beneficial for some students to work on increasing their attending skills, it may not mean that the entire duration of services per day may be dedicated to this. Doing anything for hours at a time without rest and play doesn't make for a meaningful session or allow for growth. Play based therapy is also an excellent tool to measure behavior, take data, but also ensure that a child is engaged and actively enjoying their sessions.

ABA uses bribes with children.

ABA uses positive reinforcement based practices to increase the likelihood of future instances of appropriate behaviors (e.g., appropriate requests). Clear and objective rules are designed for these practices. Reinforcement practices are different from bribes. Bribes use negotiation with a student prior to that student engaging in a behavior (e.g., if you do this, I’ll give you this). Some ways reinforcement practices may be used include: token board, stickers. It should be noted that as the student gains independence in skills, a fade should be implemented so naturally occurring social reinforcement and praise can be utilized. The goal with ABA services is graduation to the point where your child or family has made growth where ABA services are no longer clinically recommended.

ABA does not respect a child's autonomy or personhood.

A student's emotions, likes, and dislikes should always be considered within ABA practices. As a neurodiverse affirming practice Vilij ABA places importance on listening to both parents as well as the child for routine ongoing programming and when working on functional communication skills. Programming for students should always respect the students' individuality and autonomy. ABA does not and should not mask the behavior. Instead ABA uses interventions based on the function on the behavior to help with independence. This can include replacement behaviors.

ABA is one the most researched and effective forms of therapy for those with ASD . When researching ABA, our suggestion is to ask questions. As parents and individuals, we want to make sure we’re making the right decision and no stone/question should go unturned. The more you know, the better you’ll understand the ins and outs of ABA. Research shows that ABA can improve social skills, communication skills, adaptive behavior, and overall well-being and quality of life.

If you have any questions or would like to find out how we can work together in your area of need, please contact us . Our team will be happy to answer all of your questions.

Accountability | Integrity | Empathy | Collaboration

Developing Daily Living Skills and Self-Management in Children with Autism: A Guide for Parents

Sat, 17 Jun 2023 17:09:04 GMT

Raising a child with autism comes with its unique challenges, one of which involves helping them develop daily living skills and self-management. Daily living skills are crucial for children with autism to foster independence, navigate daily routines, and promote successful interactions with others. Remember, everyone has varying abilities/learns new skills at different rates - some tasks may take longer to master - and that's ok!

As a parent or caregiver, you play a vital role in supporting your child's growth towards independence and self-management. While ABA therapy does not and should not seek to change the unique qualities your child possesses, it should support the development of healthy and sustainable interactions your child has in their life. In this post we will explore practical strategies and tips to promote the development of daily living skills and self-management in children with autism.

Understanding Daily Living Skills:

Daily living skills encompass a range of activities that enable individuals to function independently in their daily lives. These skills include self-care routines (e.g., dressing, bathing, and toileting), household chores (e.g., cleaning, cooking, and organizing), personal hygiene, time management, money management, and more. For children with autism, these skills may require additional support and guidance.

Breaking Tasks Into Simple Discrete Steps:

Children with autism often benefit from breaking down tasks into smaller, manageable steps. This strategy can help support an understanding of the sequence of actions and events and allow for the completion of a task successfully. For example, when teaching a child to brush their teeth, you can break it down into steps such as wetting the toothbrush, applying toothpaste, brushing each tooth, and rinsing the mouth. Visual aids like checklists, charts, or social stories can further reinforce the steps and provide visual cues for your child. Involve your child in a social story about the task. Put differently, ask your child to explain back to you in simple discrete steps how to accomplish the task.

Establishing Routines and Schedules:

Consistency and predictability are essential for children with autism. Establishing routines and schedules can help them navigate daily life more smoothly and limit distress. Create visual schedules or use timers to help your child understand the sequence of activities throughout the day. These tools provide a visual representation of tasks and help manage transitions between activities.

Utilizing Visual Supports:

Visual supports, such as picture schedules, social stories, and visual cues, can greatly assist children with autism in understanding and following instructions. Visual supports provide concrete representations of tasks, expectations, and rules, reducing the need for verbal communication and enhancing comprehension.

Encouraging Independence:

Promoting independence is a fundamental aspect of developing daily living skills. Encourage your child to engage in age-appropriate tasks and gradually increase their level of responsibility. Start with simple tasks and provide guidance and support as needed. As your child gains proficiency, gradually decrease assistance, allowing them to complete tasks independently. Celebrate their achievements and provide positive reinforcement to boost their confidence and motivation.

Practicing Social Skills:

Daily living skills often involve social interactions. Children with autism may face challenges in understanding social cues and engaging in appropriate social behavior. Incorporate social skills training into their daily routines by teaching them greetings, turn-taking, sharing, and other essential skills. Role-playing and visual supports can be effective tools to enhance their social understanding.

Building Self-Management Skills:

Self-management skills empower individuals to regulate their emotions, behavior, and actions independently. Help your child develop self-awareness by encouraging them to identify and express their emotions. Teach them coping strategies such as deep breathing, taking breaks, or using visual supports to self-regulate in challenging situations. Gradually introduce self-monitoring techniques, where your child assesses their own progress and adjusts their behavior accordingly. Put differently, promote self-awareness (emotion chart), coping strategies (breathing exercises), and self-monitoring (behavior chart). Don't be afraid to take data and review it! How successful was your child?

Collaborating with Professionals:

Collaborating with professionals, such as occupational therapists, speech and language therapists, and behavior analysts, can provide valuable insights and tailored strategies to support your child's daily living skills and self-management development. Seek their expertise and work together to create a comprehensive plan that addresses your child's individual needs.

Providing a Supportive Environment:

Creating a supportive environment at home is crucial for your child's progress. Minimize distractions, establish clear rules and expectations, and provide a quiet space for them to engage in tasks requiring concentration. Use positive reinforcement, praise, and rewards to motivate and acknowledge their efforts.

Fostering Generalization:

Encourage your child to generalize their skills across different settings and contexts. For example, if they have mastered a particular daily living skill at home, help them practice it in other environments, such as school or community settings. Generalization promotes flexibility and ensures that skills are transferable beyond the initial learning context.

Patience and Persistence:

Developing daily living skills and self-management takes time and patience. Celebrate small victories, and remember that progress may come in incremental steps. Be persistent, provide consistent support, and have realistic expectations. Each child is unique, and their journey towards independence will unfold at their own pace.

Final Considerations:

Supporting the development of daily living skills and self-management in children with autism is an ongoing process that requires patience, understanding, and tailored strategies. By breaking tasks into manageable steps, establishing routines, utilizing visual supports, encouraging independence, collaborating with professionals, providing a supportive environment, fostering generalization, and practicing patience and persistence, parents can provide their children with the necessary tools to navigate daily life successfully. With consistent support and a nurturing environment, children with autism can develop essential skills that promote independence, self-confidence, and a sense of accomplishment.

Join Our Vilij!

At Vilij your care team is most likely already applying multiple aspects of the above (and taking lots of data to track mastery of skills!). As our Founder, Sumita, often tells parents, "the goal of ABA is to put ourselves out of a job". Working on daily living skills outside of sessions promotes mastery of skills and growth. We’re confident that our thoughtful approach creates a superior experience for our clients because we put them first. If you’re ready to learn more, reach out to a member of our team at 630-777-2800 or contact@vilijaba.com .

Accountability | Integrity | Empathy | Collaboration

Embracing Meaningful Connections: Activities that Complement ABA Therapy

Wed, 14 Jun 2023 02:30:45 GMT

Summer is in full swing and that often means changes to schedules and more opportunities to bond with your child and share new experiences with them.

We’re opening our book of ideas for the various age groups we work with. As you’re deciding which activities are most appropriate consider reaching out to your care team to tailor activities to the needs of your child and family.

Many activities complement therapy your child receives!

The end goal with ABA therapy is of course mastery and graduation from services, when planning your activities consider how the following points can enhance progress:

Individualized Goals : Every child in ABA therapy has unique goals tailored to their specific needs. Familiarize yourself with their current goals and prioritize activities that align. For example, if they are working on social skills, you might plan activities that encourage turn-taking or cooperation.
Reinforcement: ABA therapy often uses positive reinforcement to encourage desired behaviors. If there are specific reinforcers that have been effective during therapy sessions consider incorporating these same reinforcers into your activities.
Generalization of Skills: A crucial aspect of ABA therapy is helping children generalize learned skills to different environments and situations. Plan activities that offer opportunities for your child to practice and apply the skills they are working on in therapy to real-life scenarios. This helps them transfer their abilities beyond the therapy room and into daily life.
Visual Supports: Visual aids, such as visual schedules, social stories, or visual cues, can provide additional support for your child's learning and comprehension. Integrate visual supports into your activities to enhance understanding, reduce anxiety, and promote independence. If you need help on creating visual aids, considering reaching out to your care team. We haven’t met a BCBA that didn’t have their own laminator!
Sensory Considerations: Many autistic individuals have sensory sensitivities or preferences. Take into account your child's sensory needs when planning activities. Create a sensory-friendly environment by considering factors such as lighting, noise levels, and tactile experiences. Parents and care givers often know their children best when picking the right setting that will allow your child feel safe and ready to engage.
Follow their Interests: Incorporating your child's special interests into activities can boost motivation and enthusiasm. Observe what captures their attention and integrate those themes or elements into your planning. This can enhance their overall engagement and make the activities more meaningful for them.
Communication Support: If your child is working on communication skills, ensure that the activities you plan encourage and facilitate communication opportunities. This might involve incorporating visual communication supports, practicing conversation skills, or using augmentative and alternative communication (AAC) devices, if applicable.

ABA therapy doesn't end when session does. As you're going through the lists below consider that there is no 'right' age group for many of these activities. If you need help implementing any of these ideas your care team can certainly help facilitate!

Toddlers

Sensory Bins: Create a sensory bin using a container filled with materials that have different textures, such as rice, gelatin, (kinetic) sand, cooked pasta, water beads, or dried beans. Add small scoops, toys or objects for the child to explore and play with. This activity can help with tactile and visual sensory input.
Bubble Wrap Stomp: Lay out a large sheet of bubble wrap on the floor and encourage the child to stomp on it. This activity provides auditory and tactile sensory input and can be a fun way to release energy and promote body awareness.
Sensory Walks: Take the child on a sensory walk outdoors, exploring different textures and surfaces. Walk on grass, sand, gravel, and other surfaces to provide a variety of tactile input. Encourage the child to feel different textures with their hands or feet.
Sensory Playdough: Make homemade playdough with various scents or textures. You can add essential oils for different smells or mix in items like sand or rice for added texture. Playdough can provide a calming sensory experience for many children with autism. Provide different colors and types of playdough for the child to squish, roll, and mold. You can add scents or textures to the playdough to make it more engaging. Offer cookie cutters, rolling pins, or plastic utensils to enhance the play experience.
Music and Movement: Encourage the child to engage in music and movement activities. Dancing or playing instruments can provide auditory, tactile, and proprioceptive sensory input. Experiment with different types of music to see which ones the child responds to best.
Shaving Cream Play: Spread a layer of shaving cream on a table or tray and encourage the child to explore and play with it using their hands. They can make shapes, draw with their fingers, or use small toys to create tracks or imprints in the foam. Add natural food coloring for added color.
Sensory Bags: Fill sealable plastic bags with various materials to create sensory bags. Use items like hair gel, colored water, or gel beads. Seal the bags tightly and let the child manipulate them, squishing the contents around. Ensure the bags are securely sealed to prevent any leaks.
Finger Painting: Encourage the child to explore finger painting by using non-toxic, washable paints. Provide large sheets of paper or use easel paper on the floor. Let the child freely explore the paint using their fingers, hands, or even their feet.
Water Play: Set up a water table or large basin filled with water at an appropriate temperature. Provide cups, funnels, and bath toys for the child to pour, splash, and explore. You can also add bubbles or bath-safe coloring tablets to make it more visually engaging.
Sensory Brushes: Use soft-bristled brushes to provide tactile input to different parts of the body. This activity can be done by gently brushing the child's arms, legs, back, or feet. Always ensure the child is comfortable with this type of sensory input and adjust the pressure accordingly.
Sensory Balls or Balloons: Provide a variety of sensory balls with different textures, sizes, and shapes. Let the child explore the balls by rolling, squeezing, or tossing them. Inflated balloons can also be used for gentle tactile play, but ensure adult supervision to prevent choking hazards.
Cloud Dough: Mix together 2 parts cornstarch with 1 part vegetable oil to create a moldable, crumbly dough. The child can squish and shape the dough, experiencing its unique texture and consistency.
Sensory Finger Puppets: Use soft fabric or felt to create finger puppets in different shapes and textures. Encourage the child to explore the puppets using their fingers, promoting tactile exploration and imaginative play.
Sensory Scarves: Provide colorful scarves made from different fabrics, such as silk, satin, or fleece. Let the child wave, twirl, or drape the scarves over their body, experiencing the different textures against their skin.
Scented Play: Incorporate scented materials into sensory play. For example, you can add a drop of scented extract (such as vanilla or peppermint) to playdough, or use scented markers for drawing and coloring activities. This adds an olfactory dimension to the tactile experience.
Sensory Doughnuts: Create "doughnuts" by cutting pool noodles into small rings. Cover each ring with a different textured material, such as faux fur, sandpaper, or bubble wrap. The child can touch and explore the different textures of the doughnuts.

Preschool

Sensory Obstacle Course: Set up a sensory obstacle course in your backyard or a safe indoor space. Incorporate different sensory experiences, such as crawling through a tunnel, jumping on a mini-trampoline, balancing on a beam, and stepping on textured surfaces. This activity promotes gross motor skills, coordination, and sensory integration.
Nature Scavenger Hunt: Create a nature-themed scavenger hunt tailored to your preschooler's abilities. Provide a list of items or pictures of things they can find in nature, such as leaves, flowers, rocks, or insects. Take a walk together in a park or a nearby nature trail, and encourage your child to find and collect the items on the list.
Sensory Art Collage: Set up an art station with a variety of textured materials, such as fabric scraps, sandpaper, feathers, and textured papers. Provide non-toxic glue and large sheets of paper. Encourage your preschooler to explore the different textures and create a sensory art collage by gluing the materials onto the paper.
Water Play Experiments: Engage your preschooler in water play experiments. Fill containers with water and provide various tools like measuring cups, funnels, and sponges. Let your child explore pouring, mixing, and observing how water behaves. You can also introduce concepts like sinking and floating by experimenting with different objects.
Outdoor Yoga or Movement: Practice outdoor yoga or simple movement exercises with your preschooler. Set up a yoga mat or a blanket in the backyard and guide them through child-friendly poses or movements. This activity promotes body awareness, balance, and relaxation.
DIY Ice Excavation: Freeze small toys or objects in a large container of water and create an ice block. Provide tools like spoons, droppers, or spray bottles filled with warm water. Let your preschooler engage in a sensory experience by excavating the toys from the ice block. This activity promotes fine motor skills and sensory exploration.
Storytelling and Puppet Shows: Encourage imaginative play and language development by engaging in storytelling or puppet shows. Create simple puppets using socks, paper bags, or popsicle sticks. Use visual aids or picture cards to help your preschooler follow the story or encourage them to create their own narratives.
DIY Sensory Bottles: Make sensory bottles using clear plastic bottles filled with different materials, such as glitter, beads, or colored water. Secure the lids tightly. Encourage your preschooler to shake, roll, or observe the bottles to explore the visual and auditory sensory input.
Community Outings: Take your preschooler to community outings like the library, a local park, or a children's museum. These outings provide opportunities for social interaction, exposure to new environments, and learning through play. Plan ahead by checking for sensory-friendly hours or quieter times if needed (https://www.autismspeaks.org/events).

School-aged

Science Experiments: Engage your school-aged child in exciting science experiments that align with their interests. For example, you can conduct a simple chemistry experiment by mixing baking soda and vinegar to create a fizzy reaction. You can also explore physics concepts by building and launching a homemade rocket or constructing a paper airplane.
Outdoor Adventures: Plan outdoor adventures such as hiking, camping, or visiting nature reserves. Allow your child to explore different terrains, observe wildlife, and learn about plants and animals. Encourage them to document their findings through drawings, photographs, or a nature journal.
Coding and Robotics: Introduce your child to coding and robotics through age-appropriate resources and kits. They can learn to program robots, build simple circuits, or create animations using coding platforms. These activities can foster problem-solving skills, logical thinking, and creativity.
Art Workshops: Enroll your child in art workshops or organize DIY art sessions at home. Explore different art mediums like painting, drawing, sculpture, or photography. Provide them with the necessary materials and encourage them to express themselves artistically.
Sports and Recreation: Encourage your child to participate in sports and recreational activities based on their interests. Whether it's swimming, soccer, martial arts, or cycling, engaging in physical activities can improve motor skills, coordination, and overall well-being. Consider inclusive sports programs or adaptive sports if available.
Cooking and Baking: Involve your child in age-appropriate cooking and baking activities. Teach them basic recipes, measurement skills, and kitchen safety. They can also explore their creativity by decorating cookies or designing their own recipes. Cooking and baking foster independence, following instructions, and sensory exploration.
Volunteer Work: Engage your child in community service or volunteer work. Identify local organizations or charities where they can contribute their time and skills. This could involve participating in a beach cleanup, assisting at an animal shelter, or helping in a community garden. Volunteering promotes empathy, social skills, and a sense of purpose.
Outdoor Science Exploration: Encourage your child's curiosity about the natural world by conducting outdoor science experiments or observations. For example, they can study insects and their habitats, observe cloud formations and weather patterns, or collect and examine rocks and minerals.
Reading and Writing Projects: Support your child's literacy skills by encouraging reading and writing projects. Set reading goals, create a summer reading list, or engage in shared reading sessions. Encourage them to write stories, create a journal, or start a blog to document their summer experiences.
Virtual Learning and Educational Apps: Explore educational apps and online platforms that offer interactive learning experiences. Engage your child in virtual museum tours, language learning programs, or STEM-based activities. These resources can provide a variety of educational opportunities that cater to their specific interests.

Teenager

Photography Expeditions: Encourage your autistic teenager to explore the world through photography. Plan photography expeditions to local parks, landmarks, or other interesting locations. Provide them with a camera or smartphone and let them capture their unique perspective and artistic vision.
Nature-Based Projects: Involve your teenager in nature-based projects like creating a butterfly garden, building a birdhouse, or setting up a composting system. These activities can teach them about environmental conservation, responsibility, and provide a sense of accomplishment.
Creative Writing or Journaling: Encourage your teenager to engage in creative writing or journaling. Provide writing prompts or let them choose their topics of interest. This activity can be a therapeutic outlet for self-expression and allow them to explore their thoughts and emotions.
Outdoor Sports or Fitness: Engage your teenager in outdoor sports or fitness activities that match their interests. This can include activities like cycling, hiking, swimming, or practicing martial arts. Participating in physical activities can promote physical health, self-confidence, and social interaction.
Culinary Adventures: Encourage your teenager to explore their culinary skills by trying out new recipes or experimenting with flavors. Involve them in planning meals, grocery shopping, and cooking. This activity promotes independence, practical life skills, and creativity in the kitchen.
Technology and STEM Projects: Encourage your teenager's interest in technology and STEM fields. Help them engage in DIY electronics projects, coding, or robotics. They can build and program their own devices or explore topics like 3D printing or virtual reality.
Volunteer Work and Community Involvement: Encourage your teenager to get involved in volunteer work or community service projects. Identify local organizations or initiatives aligned with their interests. This can provide them with a sense of purpose, social connections, and opportunities to make a positive impact.
Film or Video Production: Support your teenager in exploring their interest in film or video production. Help them plan, write, and shoot their own short films or videos. They can learn about storytelling, editing, and visual effects, which can boost their creativity and technological skills.
Art and Craft Workshops: Enroll your teenager in art or craft workshops tailored to their interests. They can explore different art mediums like painting, sculpting, ceramics, or graphic design. These workshops can provide opportunities for skill development and self-expression.
Life Skills Development: Use the summer break to focus on teaching important life skills to your teenager. This can include budgeting and money management, meal planning and grocery shopping, or household chores and organization. Help them develop independence and practical skills that will benefit them in the future.

Mix & Match!
When determining which activities are most appropriate consider the unique needs, interests, preferences and autonomy of your child. At Vilij we’re big proponents of involving your child in the planning process as you consider their preferences, interest, and sensory needs. Also consider reaching out to other care providers (occupational therapy, speech, physical therapy). Allow flexibility and adapt the activities to suit their developmental level and comfort. Maintain a balance between structured activities and unstructured playtime, allowing them to have downtime and pursue their own interests. Summer is an excellent opportunity for your child to explore, learn, and have fun in a supportive and inclusive environment.

Join our Vilij!

We've spent a lot of time working with families to identify what works for their family and what doesn't. When we listen to your child and your family we find solutions so that everyone can enjoy more inclusive and meaningful time together. We would be honored to work with your family if given the opportuity. If you’re ready to learn more, reach out to a member of our team at 630-777-2800 or contact@vilijaba.com .

Accountability | Integrity | Empathy | Collaboration

Making Sense of Insurance | Complicated Plans Explained in Easy to Understand Words

Sat, 18 Feb 2023 21:46:20 GMT

Disclaimer: Insurance plans vary widely. The following is presented for information purposes only. You and your family should contact your insurance provider before relying on any information for care. For questions about services and coverage by Vilij ABA please call 1.603.777.2800.

Making sense of insurance plans

In addition to all the other responsibilities, trying to understand what your insurance does and does not cover is most likely not one of your favorite tasks. We understand and we’re right there with you! The most common answers to insurance questions are often 'it depends'. There are multiple insurance providers and each insurance provider has multiple plans all of which cover varying services at varying levels. Below we’ve broken down some of the basics of insurance plans that we hope should provide some help as you’re assessing how ABA services and their cost will impact you and your family.

What type of plan do you have?

That's a loaded question! - Common categories of plans fall into PPO (preferred provider organization), HMO (health maintenance organization), and these plans can come with and without other supplemental services such as an HSA (health savings account). An insurance provider often has multiple types of PPOs and HMOs with different levels for individual deductibles, family deductibles, out of pocket expenses, limits, co-pays, and co-insurance (more on this below).

PPOs are generally less restrictive but often have a higher premium (the amount of money that is taken out of your monthly paycheck to pay for insurance). Conversely, an HMO may have a lower premium every month but may have a more restricted/limited number of providers who are ‘in network’. The premium is the cost you and your employer will pay each month. If the premium for a plan for a family is $1,000.00 and your employer covers 70%, you will be responsible monthly for $300 of the cost and the remaining $700 will be covered by your employer.

Note that a premium is not the same as the deductible requirements. Your employer may pay up to 90% of the premium, or less. If you’re not sure often your plan's administrator (Human Resources) will have more information they can provide to you. As a general rule, the lower your monthly premiums the more out-of-pocket expenses you or your family will incur before insurance begins to cover services.

What is the effective date of the plan?

Services can only be provided once your plan is in effect. Authorization for ongoing services like ABA therapy are often required. An effective date is the date you and your family are able to start using coverage. Depending on your plan, you may need a referral from your PCP (primary care provider) prior to getting coverage For ABA services.

For claims to be covered an ABA provider can only bill your insurance once your plan is in effect. If they bill your insurance when you were not covered the claim submitted by your ABA provider will be denied and your family will be responsible for the cost. A claim is a request for payment that you or your health care provider submits to your health insurer when you get items or services you believe to be covered.

Let's get granular!

Details matter. If you have recently enrolled in coverage under a new plan it is not uncommon for coverage to begin on the first of the month following enrollment. Prior to discussing any services with your ABA provider you will need to have your health insurance card with you which will have your member ID and group number listed. This card will be used to perform a VOB or verification of benefits. The VOB will outline what types of ABA services your plan covers (in-home, in-clinic, in-school setting), whether a provider is in-network (a provider that accepts your health insurance), and how your plan provides coverage. Note that in-network care charges discounted rates which typically save you and your family money.

Your plan may or may not require an authorization for an assessment (the first step in receiving ABA Therapy). This means that you or your family may need to get approval from your health insurance plan before an assessment and ongoing services are authorized. If this is the case, your ABA provider should explain this to you. The time from submittal of authorization request to request being granted can take up to 14 days, it does depend on your provider.

Common components to a health care plan:

There are many different types of components of a health care plan but having an understanding of how each plays a roll in coverage is key!

Cost of Care - This is the amount of money charged for services before any coverage has been applied.

CoPay - A fixed flat fee that you pay/or that is billed each time services are rendered. Note that a copay may be for each day services are provided or may be for each CPT (current procedural terminology) code charged when submitting claims to insurance.

Deductible - The deductible is the amount you pay before your health plan pays a portion of medical expenses. Until a deductible is met you will be responsible for 100% of the costs of your covered health services. Note that there is an individual deductible for each member covered under the plan. This deductible goes towards the family deductible. Until your deductible is met, you will be responsible for 100% of your co-insurance costs. After your deductible has been met, you will be responsible for a percentage of the costs shared with you by your insurance plan. If a family deductible is reached before an individual deductible your plan should now begin to share costs with all plan members.

Out-of-Pocket Limit - The most you pay for covered services in a plan year. After this amount is reached for deductibles, copayments, and coinsurance, your health plan should pay 100% of the costs of covered benefits. Note that there is an individual out of pocket deductible for each member covered under the plan. This out-of-pocket deductible goes towards the family out of pocket deductible amount. Out of pocket limits are at the individual and family level. These are the maximum amounts you’ll pay for covered services in a year. Your co-insurance and your copay (if you have one) often count towards these limits.

CoPay vs. Co-insurance - These are two types of payments incurred for covered health services. A copay is a fixed cost that an insurance policy holder pays for a specific service covered by insurance. In contrast, co-insurance is often a percentage of the cost of a service paid by you and paid by your plan. Often a deductible is set by your insurance and is a set amount you will need to pay before medical services are covered. In some instances a copay or deductible may not apply and co-insurance applies from the effective date of insurance. When deductibles are met coinsurance will most likely cover/pay for services charged at 100%.

At Vilij ABA we believe that knowledge is power and will provide you with a VOB prior to beginning services. Costs for care should not be a surprise and with a little planning, they won't be.

Length of time for initial assessment & ongoing service authorization

Similar to the initial request for authorization, it depends on who your insurance provider is. Generally from the time we submit requests to your insurance to the time we hear back that authorization has been granted is approximately 14 days. We often suggest that families reach out to their insurance to confirm the assessment has been received and is being reviewed.

Final considerations

SCAs (single case agreements) - insurance will at times authorize services for providers who are out of network at 'in-network' rates if a client is unable to find services within their network.

If you are switching ABA providers you will need to request that they release your insurance so your services can now begin to be associated with a new provider.

While no family is obligated to stay with a provider, it is preferred that you give your provider notice if/when you plan to move to a different provider. We also recommend that you do this in writing and save this on file.

If you change your plan mid year, deductibles often reset

As a general practice Vilij ABA will complete updated VOBs at the beginning of each year as plan details can and do often change.

Insurance can be complicated, but knowledge is power!

Insurance can be a confusing topic to navigate but it doesn’t have to be. The Vilij ABA billing team has decades worth of experience and they serve as both our advocates and yours. Billing associated with ABA care should not be a surprise and as we work together, it won’t be. We’re always happy to chat and explain how your insurance covers your ABA care and will work through any questions together, because that’s the way ABA care should be.

To read more blogs associated with understanding insurance click here !

Accountability | Integrity | Empathy | Collaboration

Answers to Your Questions About ABA Therapy

Mon, 13 Feb 2023 20:52:41 GMT

Have questions about what to do if you think your child might have autism? Listen to our audio blog and learn all about how to navigate getting your child diagnosed.

Figuring out what to do if you think your child might be autistic can be overwhelming and you have lots of unanswered questions. There's so much to learn, so much to do and so little time. Clinical Director, Sumita Argianas, sat down to provide insight on the basics of the ABA process to help you and your family navigate through this new journey.

Becoming Your Own Advocate | Where Do I Go for A Diagnosis

Wed, 20 Jul 2022 23:49:41 GMT

As parents, we often spend the most time with our kids. We understand their habits, the little jokes, their likes and dislikes. This also means parents are the first line of defense when it comes to identifying when your child may not be hitting milestones and in certain instances, regressing.

One thing is certain, many parents reach a point where they know they need more support. Unfortunately, knowing where to find that support can be difficult. While Google is a great tool if you’re not sure what to look for, the task of finding support for your child and family can be daunting. Conversely, you may have received an outpouring of support but you’re left with too many resources and you’re having difficulty separating out quality education from marketing.

Signs of ASD | Guiding the Conversation with Your Pediatrician

You’ve been observing your child and notice some signs but are unsure if a formal diagnosis is needed. Your first stop should be to your child’s pediatrician or primary care physician. “Data will be your best friend. You don’t need to be rigorous, quick anecdotal documentation of what you’re seeing and how often you’re seeing this behavior (i.e., dates, notes, duration) will help guide your conversations with your pediatrician,” says clinical director Sumita Argianas.

Examples can include:

Qualitative descriptions of how your child plays with his/her toys (does he/she have difficulty interacting with a variety of toys, unable to move from activity to activity on his/her own, or rigid with how he/she interacts with toys)
Limited interest in playing with a toy he/she previously loved
Limited interest in imaginative play
Loss or delay in speech/use for previously mastered speech (words your child previously knew but is unable to recall)
Delayed movement skills
An inability to identify and reflect back emotions
Delayed cognitive or learning skills
Behavior that is hyperactive, impulsive, and/or inattentive, or unusual emotional reactions

Diagnosis of ASD | Your Child Is Unique

“ASD is often called a spectrum and true to form, how your child’s symptoms of ASD present will be varied,” shared Sumita. “There is no one size fits all criteria for diagnosing your child.” After chatting with your pediatrician/primary care physician, he/she will most likely recommend a formal diagnosis. Where do you go now?

Those qualified to diagnose ASD can include:

developmental pediatricians
child psychologists
child psychiatrists
pediatric neurologists

Your pediatrician/primary care physician should be able to provide you a list of diagnosticians that are local to your area. However, if you continue to have difficulty, local area ABA practices often develop and cultivate relationships with clinicians qualified to diagnose ASD and they can serve as a resource prior to beginning services. If you’re unsure where to start, reach out to your local area ABA practice for a list of diagnostic practitioners. Feel assured that sending them a quick email asking for this is not out of the norm. Still coming up dry? Vilij would be happy to help you, reach out to us at contact@VilijABA.com.

Maneuvering Waitlists | An Unfortunate Truth in ABA

Unfortunately, when making appointments to get a formal diagnosis, there can be long waitlists. Don’t stop after the first call; the best recommendation is to call a few places on your list. “The worst part about suspecting an ASD diagnosis is the feeling that you’ve lost agency and advocacy over your family’s well-being”, shared Sumita. “Nothing can be further from the truth! There are a number of things you can begin implementing while you wait for your child’s diagnostic appointment.”

Examples can include the following:

Seek out local support – It’s important to have support during this process. Local support groups will be helpful with shared experiences and additional resources as you navigate your journey.
Autism Speaks : This organization has helpful resources to navigate the process of receiving a diagnosis as well as finding providers. This website also has a great resource for parents titled ‘ 100 Day Tool Kit for Young Children .’
Facebook support: Joining local support groups on social media can help ease the feeling of isolation. These groups can, at times, have limited moderation and may not necessarily be run by professionals in the mental health field. They’re an excellent resource but should not be your sole source of knowledge regarding ASD. Another excellent aspect of local support groups can include local area resources and insight on activities geared towards individuals with ASD.
Life Journey Through Autism : This website will help you navigate many resources, including reading material that is downloadable and free.
Continue to work with your child one on one. While your child’s needs may be unique, their need for your love and support is universal. Practice self-compassion; if there are certain activities or routines that are working for you and your family continue to practice them! You know your child best.

While the above are some resources for you to explore, everyone’s experience is different. Self-advocate and read the above resources (and others) with that in mind. Our team believes it takes a village and we’re a resource, even if you’re not with our Vilij. Reach out via phone at 630-777-2800 or email us for a list of providers we’ve grown to trust.

Accountability | Integrity | Empathy | Collaboration

Vilij ABA earns preliminary accreditation with BHCOE

Sat, 02 Jul 2022 21:02:16 GMT

Judge us by our actions | Vilij ABA achieves preliminary accreditation from the Behavioral Health Center of Excellence from Inception

We are pleased to announce that Vilij ABA has received preliminary accreditation with the Behavioral Health Center of Excellence (BHCOE). BHCOE Accreditation is an earned certification and a distinction among ABA providers that demonstrates an organization’s commitment to quality and continuous improvement in applied behavior analysis. The Behavioral Health Center of Excellence (BHCOE) grants accreditation to organizations who meet the standards for clinical and operational quality.

“Everyone at Vilij shares our mission and commitment to care”, shared Clinical Director Sumita Singh Argianas, “that said, when parents are looking for ABA providers there can be an echo chamber with marketers all saying the same thing. We like to be judged by our actions, our efforts and earned preliminary accreditation is just one more way we’re accountable to our families, our fellow team members, and the ABA profession”.

BHCOE is the international accrediting body specific to applied behavior analysis. It offers different types of accreditations. Vilij ABA has earned a one-year Preliminary Accreditation, a category for new organizations. We intend to pursue Full Accreditation as we continue to grow. The requisite standards are based on quality measures for ABA determined by the Department of Developmental Services (DDS).

“We’re excited to be a part of the BHCOE community and welcome how they’ve made us a better provider”, shared Sumita, “excellence in ABA doesn’t happen by accident and sometimes, it takes a Village”.

Interested in learning more about our commitment to standards and care in ABA? We’d welcome the opportunity to talk to you via phone 630-777-2800 or email contact@vilijaba.com.

Accountability | Integrity | Empathy | Collaboration

What Am I Looking At? | Making Sense out of ABA Documentation

Wed, 29 Jun 2022 19:50:29 GMT

Making sense of new words and concepts doesn't have to be hard. Together, it won't have to be!

Therapy starts....and so do the questions

Once therapy begins you’ll be reading a lot of documentation part of which is needed by insurance and part of which demonstrates the data associated with your child’s progress. ABA therapy is first and foremost a service that relies on data to demonstrate if the programs that are created for your child are working as intended. It’s also how your clinical team individualizes therapy to your family and child.

Some of the most important documents you’ll need to familiarize yourself with include: assessment reports, reassessment reports, daily notes from the ABA therapists, and snapshots of ongoing data from current/existing goals.

Assessments/Reassessments:

It can be daunting to look at an assessment report but there are a few things that should be the focus: goals, graphs (showing progress over time), reassessment/recommendations and recommendations.

Goals: When looking over the goals, ensure that they make sense to you and the progress for your child. Do the goals take your concerns into consideration? Goals will be based on the assessment the BCBA will run with your child; however, it’s important that your concerns are heard and worked into the goals. Additionally, ensure that the targeted parent training goals align with your needs. For goals, rationale should be provided.
Graphs: Graphs can be a bit daunting to look at – be sure you have the BCBA explain the progress to you. If you notice that your child has not been making progress, look to see if the rationale is provided in the report. If it is not, be sure to ask your BCBA to provide this. Focus on the recommendations that the BCBAs make, specifically with regards to the hours (direct therapy, how many hours of supervision, parent training/parent meeting, authorization).

For reassessment, one important thing to note - How many goals has the kiddo mastered in the previous re-authorization period. If it’s a low number of programs, then you should be having a conversation with your BCBA about the reasoning/rationale. This should also be provided in writing within the report.

Some assessments that you may see your BCBA running with your child include, but are not limited to:

Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)
Vineland Adaptive Behavior Scales (parent report or teacher report)
The Assessment of Functional Livings Skills (AFLS)
The Assessment of Basic Language and Learning Skills (ABLLS)

Additionally, in the state of Illinois, most providers will ask you to fill out the Vineland report in addition to the assessment the BCBA will run. This is a standard measure of care.

Daily Notes from Therapists:

Notes should be provided by the therapists daily or as often as your therapy sessions. Be sure you are asking your BCBA for access to these notes if it is not automatically provided to you. When looking at these notes, take note that these are written out as objective as possible. If the notes provided to you appear to include subjective/personal opinions be sure to bring this up with the BCBA on your case.

Clinical notes are considered part of your child’s medical record, and as such, insurance providers can ask for these notes. Review the highlights (what the child does well) and some low lights (potential goals). You can try to work on some of those goals outside of session (ask your BCBA how to run some of these programs). Keep track of the behaviors that are being recorded in session notes. If you see a high frequency of certain behaviors, be sure to bring this up to your BCBA and see what can be done to decrease these behaviors (you may be able to run interventions outside of the session).

We often recommend that parents/guardians set aside time to read notes at least weekly or bi-weekly. Set time out every week to review the notes on a weekly or bi-weekly basis. This way, you have a better understanding of how your child is progressing than the granular nature that daily review may lend itself to.

Snapshots:

Are you being provided with access to what the therapists are recording data on? If so, make sure the BCBA has provided you directions on how to maneuver that site or platform. Looking at it from a daily basis can be daunting and may not be recommended. If you’re not seeing progress, it may be the context of the program(s) - newer program, harder program, etc.

We recommend looking at snapshots about once a week so you can begin to see what is being worked on and are able to monitor on your own. While you can have an idea of what you think is appropriate or how your child is progressing, the data may prove differently.

We’re Here!

Still have questions or concerns you need answered? We’re here for you and you reach out to us at 630-777-2800 with your supervising BCBAs extension or general inquiry to contact@vilijaba.com . A member of our team will get back to you as soon as possible.

Accountability | Integrity | Empathy | Collaboration

It’s Not Me It’s YOU! | When Your ABA Therapist Isn’t a Good Fit

Wed, 29 Jun 2022 19:37:12 GMT

Sometimes a BCBA or behavior therapist is simply not a good fit for your family. And you know what? That’s ok.

Don’t Be Discouraged

At Vilij we’re advocates for our patients. Despite best intentions, a member may not be a good fit for your family. This will become apparent after you have started services and a BCBA and behavior therapist(s) have come into your home on a regular basis. The reasons for a poor fit can vary, in all instances your clinical team will want to know and be open in discussing your concerns. It’s how we would want to be treated.

I’m Not Happy With My Team, Now What?

Once you share with your clinical team that you have concerns about the fit of those providing treatment we’ll want to investigate your concerns and provide feedback to your team. When providing feedback about your concerns be descriptive and open.

Sometimes there may be clear and functional reasons for the concerns you perceived. An excellent example of this is the concern that the programs being run with a patient are insufficient. Initial sessions between RBT and client will often have limited programs due to a priority placed on building rapport with the client. As ABA is a highly emotional form of therapy, rapport building ensures that the trust built with the client is sufficient to carry out requests that would otherwise be met with limited clinical functionality.

We Believe In Our Own Models

ABA isn’t limited to kiddos, we practice it too! After concerns are brought up to your clinical team we will provide feedback to those involved. This is done to allow for the RBT to change/modify their own behavior. Feedback can consist of the need for more training to simple changes to their behavior. This is also done for the benefit of the client as corrections can be made without destroying the rapport building they have built with the client. Routine changes to how ABA is provided to clients can result in a potential loss of progress. If the ABA therapist can modify their behavior to the satisfaction of parents and clinical team, then we often suggest continuing with care.

It’s Not Me, It’s YOU!

Sometimes despite our best-efforts, concerns persist. After the decision has been made to remove a RBT from a care team care will be taken to prevent loss of progress with clients. While rapport building will most likely be necessary, the BCBA on your case should spend time incorporating the RBT into the case in an ethical manner.

A Good ABA Company Wants to Hear The Good & the Bad

Your child should always receive meaningful care with measurable growth. We want to hear your concerns and will respond by implementing an action plan to remediate care team deficiencies. Although we spend time pairing clients with the appropriate RBT our duty to our clients is as successful ABA providers which starts with functional sessions.

Are you left feeling like your current ABA provider isn’t listening or available when you reach out with concerns? We understand that something as simple as a returned phone call back and someone listening to your concerns can make your day. Send your inquiry today to contact@vilijaba.com or give Vilij ABA a call at 630-777-2800.

Accountability | Integrity | Empathy | Collaboration

What is Parent Training in ABA? Empowering Families for Long-Term Success

Wed, 29 Jun 2022 19:22:40 GMT

Parent training—sometimes called family guidance, caregiver coaching, or parent meetings—is not just a helpful add-on to ABA therapy. It’s essential. At Vilij ABA, we know that real progress happens when therapy extends beyond the session and into daily life. That’s why we prioritize empowering caregivers with the tools and confidence they need to support their child’s growth every step of the way.

While therapists may work directly with your child during scheduled sessions, you are the consistent presence in your child’s life—and that makes your role invaluable. Parent training ensures you’re equipped to reinforce strategies at home, navigate challenges with confidence, and collaborate effectively with your child’s care team

The Power of Consistency Across Environments

ABA therapy is most effective when strategies are used consistently across settings—from the clinic to the classroom to your living room. With regular parent training, caregivers can:

Reinforce new skills in daily routines like mealtime, bath time, and bedtime
Understand the "why" behind behaviors and how to respond effectively
Support independence and communication at home
Promote generalization of learned behaviors
Stay engaged and informed throughout the therapy process

Parent training bridges the gap between structured therapy and real-life application—maximizing your child’s potential.

What does parent training look like?

Parent training is tailored to your family’s needs. Sessions might be weekly, bi-weekly, or monthly depending on your goals and your child’s plan of care. These sessions are designed to be collaborative and practical, typically including:

Review of your child’s program progress
Discussion of behaviors observed at home
Introduction of new strategies or interventions
Hands-on coaching and feedback
Collaborative problem-solving

You’ll meet with your Board Certified Behavior Analyst (BCBA) to discuss updates, ask questions, and align on goals. If your child is receiving other therapies (e.g., speech, OT, PT), we can coordinate with those providers to ensure everyone’s working from the same playbook.

Topics Covered In Parent Training

Here are examples of what might come up in your parent training meetings:

How to respond to challenging behaviors in the home
Strategies for promoting communication and independence
Ways to incorporate therapy goals into daily routines
Ideas for activities to practice outside of session
Understanding data sheets, goals, and mastery criteria
Navigating transitions (new schools, schedule changes, etc.)

No question is too big or too small. Our team at Vilij encourages open, judgment-free communication so you always feel supported.

Tracking Progress: How We Measure Parent Training Outcomes

Just like with your child’s therapy plan, parent training has measurable goals . Your BCBA may create individualized data sheets to monitor your confidence, skill development, and participation in the plan. We track things like:

Your implementation of intervention strategies
Follow-through on suggested activities at home
Comfort level managing behaviors
Collaborative communication across services

By tracking these outcomes, we ensure that parent training is not only supportive but truly effective—building your skills, boosting your confidence, and driving meaningful progress for your child every day.

Resources! | How BCBAs Measure Parent Training Goals & Treatment Efficacy:

Just like programming for your child, data measurement for parent training goals are typically individualized. Many times, you’ll find your BCBA’s designing a data sheet to measure goals written out for you as the parent. Below we’ve listed some of our favorites:

Note: Vilij ABA is not affiliated or responsible for the above referenced recourses, they are provided as additional sources of information.

Parent Empowerment is Our Priority

At Vilij ABA, we believe that parents and caregivers are not just part of the therapy process—they are the foundation. We are here to support you every step of the way, whether you’re new to ABA or years into your journey.

You are your child’s biggest advocate. Our role is to empower you with knowledge, tools, and partnership—so together, we can create a brighter path forward.

Our clients are unique and diverse. The best way we manage expectations is to be accountable to the communication we offer. Do you have questions or concerns regarding parent/guardian training? Reach out, we would love to talk with you at 630-777-2800 or email via contact@vilijaba.com .

Accountability | Integrity | Empathy | Collaboration

The Basics of ABA

Sat, 25 Jun 2022 15:31:55 GMT

Clearing Up Confusion from Inquiry to Graduation

What Now? | End of Day Kitchen Table Thoughts

Your child has just been diagnosed with autism. The first days after a diagnosis can feel long. New terms, appointments to make, and a whole field to learn about. At the end of the day after everyone is finally in bed and packed lunches are in the fridge, you finally have that moment of silence to yourself. Maybe you’re even ready to reheat that cup of coffee from earlier you haven't had a chance to drink yet. At Vilij ABA we won’t judge if you need a little caffeine and more importantly, we’re here to be your advocates from inception of care until growth and graduation. We’ve also been known to re-heat a cup of coffee every now and then.

The truth is that any new diagnosis can be scary; many parents go through the ‘what ifs,’ the confusing jargon, and what is an emotionally taxing process. Our team understands the task of finding and understanding what ABA services are. It is through this same empathy and understanding that we approach our clients with the goal of empowering and educating families to grow and become their best self-advocate. When you understand what ABA is and how it will be incorporated into the life of your family, the results and process are simply better.

Break It Into Steps

The first step was the diagnosis of autism by a mental health care provider or pediatric neurologist. Your next step often leads you to looking for an ABA company that you feel will incorporate well into your family’s schedule.

This can mean anything from finding the right type of care (in-home, in-clinic, a combination), to those who provide a one stop shopping/multidisciplinary approach, such as physical therapy, speech, or occupational therapy. You’ll want to keep in mind what you feel will best work with your family’s needs. Will you be able to commit the time (in-home, drive time to clinic, parent meetings, working on generalizing skills outside of direct therapy)? Is your home environment one that would allow for regular sessions? Maybe your child would benefit from an in-clinic approach that offers social opportunities with other peers and then move into the in-home approach.

Equally important, when you reach out to the various companies, assess how your inquiry is handled. Are they a large company with intake coordinators who have limited clinical experience? Do not be discouraged if you are not the right fit for every company you call and answer the initial questions honestly as they will predict the success of you and your child, should you move forward with them.

ABA, Therapy That Treats Everyone

While your child will be the primary recipient of ABA Therapy, they will not be the only beneficiary of it. Everyone in the home including parents, siblings, caregivers, and anyone providing consistent interaction will need to be aware of ABA Therapy. We achieve this through collaboration, documentation, and communication with your clinical care team (BCBA, Lead RBT, RBT) as well as speech, occupational therapy, schoolteachers, coaches, and any other therapies your child receives.

Other aspects of ABA will be for the benefit of you, your partner, and/or caregivers, often referred to as “Family Treatment Guidance” or “Parent Training.” These meetings will include providing you and the members of your household a sounding board to express concerns, discuss care, and develop skills that again work and grow you and your family. In all aspects of care, be it with Vilij or other providers, you should seek someone who encourages you to be your own advocate.

You Found a Company You Feel Comfortable With

You’ve done the due diligence, talked to countless people, and you’ve settled on a company you feel you and your family can build a relationship with. So, what’s the first actual step with your new ABA provider? The assessment process. Two types of assessments will be performed for your child, an indirect and direct assessment.

The indirect assessment will consist of a review of your child’s medical history pertaining to the autism diagnosis, questions for parents and/or caregivers which speak to how your child interacts with the world around them. Typically, the indirect assessment is completed first to determine what type of assessment will be the most functional measure of your child’s independence and goals. Please take this time to be open and honest about your child's areas of need and strengths, as well as your primary goals for therapy. This will help provide a whole picture to the BCBA.

The direct assessment consists of direct observation of your child. During this assessment, the BCBA will observe your child in either the home setting, or clinic setting. The BCBA will observe how your child engages in socialization, communication, and measure how independent your child is in various skills based on the assessment being run. The following are some assessments that may be considered: VBMAPP, PEAK, ABLLS, AFLS, Vineland.

After your child completes the indirect and direct assessments, the initial assessment report will be completed, including all assessment results (graphs), narrative of the indirect assessment, goals, and recommendations. Once complete, the BCBA will sit with you to explain the goals and the assessment results to ensure the care that is provided to your child is clinically relevant but also taking into account your concerns and goals towards your child's growth.

Talking About the Assessment

Following the assessment process your BCBA will then make a recommendation as to the number of hourly services needed each week as well as a discussion on what parent training will look like. All aspects of the report should be discussed with deeper, more meaningful questions asked and answered as necessary. This process, while arduous, will often need to be repeated every 6 months to allow for authorization of services with your insurance provider. In another six months another authorization report is needed.

It is important to note that assessment goals are not set in stone. Many times, initial goals may be “easy” or you may notice that your child might be able to do this skill but did not demonstrate it with the BCBA. This could be because the provider is new and there is a “warm up” period, a time that it takes for your child to befriend the BCBA and the team. This could also be because the team may need to work on generalization of skills; where your child may be able to complete a task independently with you but has not transferred this skill across other individuals. That being said, be open with your BCBA and ask them what the plan is moving forward with this skill. Oftentimes, easier tasks are used to build rapport with your child and are helpful in the pairing process and introduction to more difficult tasks.

Submissions of Assessment to Insurance

Once a report is submitted to insurance, insurance will then have a 15-day period in which they will look over the report to decide whether they will give full authorization of hours or part authorization of hours. At times, a peer review call may be scheduled with your family’s BCBA and the BCBA from the insurance. These peer review calls may be scheduled to discuss, in more depth, the clinical goals and outcomes of therapy. Once authorization is provided, either your insurance or your ABA provider should notify you of the decision. At times, insurance providers may be backlogged, so it may take more than 15 days for a decision to come forth from the insurance providers. If it is taking long, it may be helpful for the parent/insurance carrier to call the provider to inquire about the length of wait. Your ABA team will also be calling insurance after that 15 day wait period to ensure that the insurance authorization team is reminded of the report.

Once authorization is approved by insurance, the ABA therapist or team of ABA therapists will start direct sessions with your child. Sessions will start with a focus on pairing with your child. Pairing is another way of saying the team will be building rapport with your child, getting to know your child and building a level of comfort which is imperative for a healthy clinical relationship. Also, you should expect to meet with your BCBA; discuss with your BCBA how often you’d like to meet or what the expectation is for this.

Therapy Begins

Depending on the setting of ABA therapy your child will be receiving, therapy will either occur in the clinic, in the home, or a combination of both. There may be instances in which your clinical team may work with your child in the school setting; please be sure to reach out to your BCBA if this is something you would like to explore.

ABA is an individualized therapy, focused on either comprehensive or intensive (focused on one area before moving forward to a potential comprehensive type) therapy. Not all behaviors/skills may occur in all settings and the goal will be to identify and work on those behaviors/skills as identified by the parent/caregiver and BCBA.

In addition to direct ABA sessions with your child, there will also be parent trainings/meetings. In the first few months of services, you should expect that many questions will be asked (by you and by the BCBA). This is ok and encouraged. Ask open ended questions as to how sessions are going, is there something you don’t understand or a graph that confuses you? Empowering your family means educating on all aspects of ABA to understand how therapy being provided leads to your child’s growth. Are goals within your child’s programming being met? Are they being supplemented with additional programming goals? Has your child regressed in certain behaviors, if so, why? While anecdotally you may see improvement with your child’s behaviors, the data that is recorded is what will allow insurance to authorize more therapy, and as your child grows, lead to the eventual graduation from services.

Ongoing Therapy

Depending on your insurance provider, reassessments will be required every 6 months, with reports that speak to the growth of your child. Depending on your situation this can include direct and indirect assessments, new reports written, and a comparison of your child from the previous authorization point that looks at the data collected during sessions. In the reassessment you may have the following: list of masters goals/targets; if there are a lack of goals being met, a rationale for why those were not met; if there is a change in assessment type (ex, changing from VBMAPP to AFLS), an explanation as to why; the results of the assessment/graphs may change; if there is a loss of progression with certain goals, an explanation as to why; and if the hour recommendations change (ex, decrease of direct hours or increase of direct hours), and explanation as to why.

Graduation

ABA takes work but eventually a child may reach a point where their challenging behaviors have decreased/their skill set has expanded to match their neurotypical peers and they no longer need our services. Our goal as providers is to graduate your child out of services and alternatively, us out of a job. It is important to note that there should be criteria for decreasing hours/graduation in assessment reports. ABA services are a long road but we’ve seen countless families put in the work. When someone believes in your family and provides the support and education needed to empower your family, your child grows.

Are You Ready to Take Your First Step?

At vilij ABA the successes of your family are our successes, your concerns are ours, and the growth of your child is more than the documented data we take. Therapy doesn’t end when your RBT completes a session for the day and we appreciate the opportunity to make an impact on your child’s growth. An honor we do not take for granted.

Whether you’re ready to take the first step and call 630-777-2800 or email contact@vilijaba.com to speak with one of our representatives or maybe you need to read some more of the information on our site, we wish you success on your journey.

Accountability | Integrity | Empathy | Collaboration

viljaba

Redefining "Graduation": The Journey of Transition and Continuity of Care

“If my child ‘graduates’ from ABA… does that mean they no longer need support?”

ABA done well has a goal: Help a child gain meaningful, functional skills so they can be as independent and confident as possible—not to change who they are, but to help them thrive in a world that was not designed with neurodiversity in mind.

What Does “Graduation” From ABA Actually Mean?

Autism Is Lifelong. ABA Doesn’t Have to Be.

Parents Feel So Many Emotions—And All of Them Are Valid

What Graduation Looks Like: A Real-Life Story

Graduation Is a Transition of Care—not the End of Support

How We Prepare Families for Graduation

Gentle Reality: Some Children Will Always Need Support

Why This Matters

Ready to Talk About Your Child’s Journey?

Balancing Work and Care: Understanding the Invisible Cognitive Load on Working Parents of Autistic Children

Because every child deserves support — and so do the adults who love them.

Behind every child receiving thoughtful support is an adult working tirelessly to create stability, structure, and opportunity. Those efforts are powerful — but they also require energy, time, and emotional bandwidth. Caregivers deserve a system of support, too.

Where Caregiving and Compassion Meet

The implications of “Invisible Cognitive Load”

The Unique Pressure on Working Professionals

The pressure to be “ on ” in two worlds

The myth of effortless balance

Fear of misinterpretation

Career navigation with limited margin

Strategies for Professionals Balancing Career and Caregiving

Build a “support architecture,” not just a schedule

Create a Home–Work Hand-off Ritual

Establish predictable flexibility with your employer

Build your “caregiving team,” even if it’s small

Protect your emotional bandwidth with intentional boundaries

Practice “micro-recovery” instead of long breaks

Support in the Workplace for Parents of Autistic Children

Promote Neurodiversity-Empowered Cultures

Train managers on inclusive caregiving policies

Create peer networks or ERGs

Replace assumptions with curiosity

Affirming Strengths — of You and Your Child

Supporting Children Means Supporting Caregivers

Year-Round Holiday Planning for Children with ASD | Mindful Considerations for Celebrations, Travel, and Special Events

Holidays are joyful, exciting, and full of memory-making moments — but they can also be unpredictable. For many children with Autism Spectrum Disorder (ASD), the very things that make holidays special (new noises, new faces, new routines) can also make them overwhelming.

“If I had to pick one takeaway that can most positively affect the neurodiverse populations we work with during holidays, it would be consistency. Do your best to maintain routine and listen to your child’s input.” —Sumita Argianas, LBA, BCBA, Clinical Director at Vilij ABA

Start with Consistency — the Foundation of Holiday Ease

Communicate Early, Often, and Visually

Support Sensory Needs Before They Become Overwhelming

Large Gatherings — Plan, Equip, and Advocate

Holiday Travel — Structure + Flexibility = Success

Self-Compassion for Caregivers — Because You Deserve Support, Too

ABA Therapy in Daycare: A Parent’s Guide to How It Works and Why It Can Be a Strong Fit for Many Children

This article explains what ABA therapy looks like inside a daycare day, what your child might work on, and why a daycare environment, with all its noise and energy and rhythm, may actually be one of the most effective spaces for meaningful growth.

Why Some Parents Prefer Daycare-Based ABA

A Setting Where Children Already Know the Script

A Solution That Keeps Parents Working

An Option for Families Without Nearby Clinics

A Place Where Natural Challenges Emerge

What ABA Actually Looks Like at Daycare

Quiet Coaching, Not Constant Hovering

Teaching Through Real Life Instead of Worksheets

Supporting One Child at a Time

Helping Children Build Internal Tools

Skills Children Often Work On During Daycare-Based ABA

Communication Skills

Social Learning

Flexibility and Coping

Daily Living and Independence

School Readiness

A Daycare Environment Helps Skills Spread Across Settings

Daycare is full of natural variety

How Therapists Respect the Daycare Environment

Parents Often Ask: How Do Therapists Manage Data in a Busy Setting?

Communication With Families

Closing Thoughts

Supportive ABA Therapy in Daycare & Parochial Settings: An Integrative and Collaborative Approach

This is our first article in our series on ABA in the daycare or parochial setting. You can read our parent's guide to daycare/parochial ABA here !

At Vilij ABA, we believe growth happens best in community—where children can learn, laugh, practice, and belong alongside their peers. Many parents and caregivers may not know that ABA services can provide additional support in the daycare and parochial school settings.

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Note: This article is for general information, not insurance or legal advice. For the most accurate and up to date information, reach out to your insurance plan sponsor for more information.

Why this model works!

What supportive ABA looks like day-to-day

Coverage & authorization—what families and centers should know

How we partner with your center

Readiness checklist for centers

Parents often ask:
“Did I do something wrong?”
“Shouldn’t my child be dry overnight by now?”
“Is it harder for children with autism?”