What is ABA?

 ABA stands for Applied Behaviour Analysis. It’s a scientific approach to understanding behaviour — how we learn, why we do what we do, and how the environment around us shapes us. At its core, ABA is about using this understanding to teach meaningful skills and improve quality of life.

But if you’ve heard of ABA before, especially from autistic adults, you might be thinking: Isn’t that the therapy that tries to make autistic people act "normal"?

And honestly? That’s a fair concern. And we get it.

In the 1980s and 1990s, ABA often focused on changing surface-level behaviours to make neurodivergent people appear more “compliant” or “typical.” People were taught to sit still, make eye contact, or stop stimming — even when those behaviours were safe, helpful, or comforting. It often involved long hours, rigid drills, rewards for acting neurotypical, and even punishment for not.

This type of ABA has rightfully been criticised — especially by autistic adults who went through it. And many of us at Bloom have lived this too — most of our team are neurodivergent ourselves, and/or support ND loved ones. We’re listening. We’re learning. We’re actively doing things differently.

At Bloom, ABA is:

• Strengths-based: We start with what someone can do and what they love — not what they can’t.
• Consent-driven: We support participants to have control and say over their goals. No one is forced to change anything just to “fit in.”
• Person-led: We only target skills that are important to the person. Not to make them look “normal,” but to help them live the life they want.
• Relationship-first: We focus on safety, trust, connection, and joy — because learning doesn’t happen without those things.
• Proactive, not reactive: We teach useful, real-world skills that increase functional independence and wellbeing — not suppress behaviours.
• Rooted in Self-Determination: Everything we do is about building Boss Skills — confidence, self-identity, choice-making, goal-setting, emotional regulation, and communication — because that’s what drives a good life.
   

We blend the best of developmental, trauma-informed, and behaviour analytic practices to create supports that work with the person, not on them.

The autistic community has made it clear: autonomy, respect, and inclusion matter most.

We know there’s still debate and disagreement about ABA. And that's okay — we believe therapy should always evolve in response to lived experience. We actively welcome feedback and reflect on our practices constantly. We’re not interested in “fixing” people. We’re here to support them to know themselves, trust themselves, and build the life they want.

Many of the principles behind what we do — shaping, reinforcement, teaching functional communication, reducing barriers to participation — are widely used in positive behaviour support, education, psychology, and parenting. It’s not about the label — it’s about how we use it.

The NDIS currently recognises ABA as one of the most evidence-based therapeutic models for autism and developmental delay — especially when used ethically and tailored to the individual. It is particularly effective when:

• Guided by qualified clinicians (certified behaviour analysts and/or those with masters or above level specialised qualifications)
• Implemented with family and educator input
• Delivered in everyday settings
• Combined with other therapies

For more information, see the NDIS's overview on behavioural interventions: NDIS Behavioural Interventions 

At Bloom, we don’t just do ABA — but we do believe in behaviour science wholeheartedly as the tool that, when used safely and respectfully, can make a huge difference.

• We constantly review our practice with neurodivergent voices and feedback
• Our team is ND-led and ND-informed — we “get it” both personally and professionally 
• We centre lived experience, trauma-informed care, and human rights
• Our programs are supervised, measured, and updated based on what actually helps
   

• ABA (Applied Behaviour Analysis): A scientific approach to understanding and improving behaviour.
• Self-Determination: A person’s right and ability to make choices about their own life.
• Reinforcement: A strategy that encourages learning by making things more likely to happen again (e.g., praise, access to favourite activities).
• Shaping: Gradually teaching a new skill by breaking it into small steps.
• Function of Behaviour: The reason behind a behaviour — like communication, escape, access, or sensory regulation.
• Neurodivergent (ND): People whose brains work differently — e.g., autistic people, ADHDers, people with learning disabilities.
   

• NDIS Behavioural Interventions
  An overview of evidence-based behavioural interventions recognised by the NDIS.
• A Survey of Applied Behaviour Analysis Practitioners in Australia
• Autism CRC – Interventions for Children on the Autism Spectrum
• Dr. Erin Leif – Monash University Profile
  Explore Dr. Leif's work on inclusive education, positive behaviour support, and trauma-informed practices.
  

       Selected Publications by Dr. Erin Leif:

• A Systematic Review of Social Validity Assessments in the Journal of Applied Behavior Analysis: 2010–2020
  This study examines how social validity—ensuring interventions are acceptable and meaningful to individuals—is assessed in behaviour analytic research. LinkedIn+1Monash University+1
• A Survey of Applied Behaviour Analysis Practitioners in Australia: Education, Training, and Barriers to Professional Practice
  An exploration of the landscape of ABA practice in Australia, highlighting the need for ongoing professional development and ethical considerations. Taylor & Francis
• A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
  Identifies key factors that influence the long-term success of positive behavioural interventions in educational settings. SciProfiles+11Teacher Magazine+11Monash Lens+11
• Interview: A Human Rights-Based Approach to Positive Behaviour Support
  Dr. Leif discusses integrating human rights principles into behaviour support practices, emphasizing respect, inclusion, and person-centred approaches. Positive Support Group
• Dr. Erin Leif Presents “Toward a Trauma-Informed Model of Positive Behaviour Support”
  A presentation outlining strategies for incorporating trauma-informed principles into positive behaviour support frameworks.
   

If you’re not sure how this all fits for you or your family — let’s talk. We’re always happy to walk through it, explain what we do (and don’t do), and make sure it feels right for you. 

Because at the end of the day, you’re the expert on you. And we’re here to support that.