#applied behaviour analysis

Hello, and welcome back to The Autistic Writer. Does being autistic require therapy? The idea that autism requires some kind of medical or therapeutic intervention is controversial. This controversy is related to a war of ideas being waged over autism, which, in its simplest form, is a conflict over whether autism is a disorder, or a difference. The controversy is fed, in part, by the fact that…

If you are navigating a diagnosis and researching Applied Behaviour analysis for autism, you have likely typed "father of ABA" into a search bar late at night.

It is a sensible question. When a professional recommends a therapy for your child, you want to know where it came from. You want to know the history, the philosophy, and the people who built it.

However, the answer is not as simple as a single name. ABA has a complex history with two key figures: one who discovered the science, and one who applied it to autism. Understanding the difference between them is the key to finding a therapy team that offers modern, compassionate support rather than outdated drills.

Here is the straightforward breakdown of the men behind the acronym, and what their legacy means for your child today.

The Scientist: B.F. Skinner

If we are talking about the science of behaviour, the "father" is undoubtedly B.F. Skinner.

Skinner was a psychologist active in the 1930s and 40s. He is the grandfather of the field known as Behaviourism. It is important to note that Skinner did not work with autistic children. He spent his time in laboratories working with animals, such as pigeons and rats, to understand how living things learn.

His Big Discovery: Consequences Drive Behaviour

Skinner discovered a concept called Operant Conditioning. While the name sounds academic, the concept is something every parent instinctively knows: Consequences drive future behaviour.

He proved that we can predict and change behaviour by looking at what happens immediately after an action occurs.

If you follow an action with something good (Reinforcement), the action happens more often.

If you follow an action with something neutral or bad, the action happens less often.

This is the engine of ABA. Skinner gave us the tools to understand why we do what we do. He provided the ABC framework (Antecedent, Behaviour, Consequence) that therapists use to help your child learn new skills.

The ABCs in Parenting

To understand Skinner's contribution, look at a common parenting scenario.

Antecedent: You tell your child it is time to turn off the iPad.

Behaviour: Your child screams and throws the device.

Consequence: You get flustered and say, "Fine, five more minutes."

Skinner’s science teaches us that because the consequence was getting more time, the behaviour (screaming) was reinforced. The child learned that screaming works. Skinner provided the map to understand these patterns so we can change them to help children communicate their needs without the stress.

The Clinician: Dr. Ivar Lovaas

If Skinner built the engine, Dr. O. Ivar Lovaas is the one who put it inside a car and drove it. Lovaas is widely considered the "father" of ABA therapy specifically for autism.

In the 1960s and 80s at the University of California, Los Angeles (UCLA), Lovaas began applying Skinner’s theories to children on the spectrum. To understand his impact, we have to look at the context of that era.

In the 1960s, the medical community largely believed that autistic children could not be taught. The prevailing theory was often the "Refrigerator Mother" hypothesis (which has since been completely debunked), and doctors frequently recommended institutionalisation—sending children away to live in hospitals for the rest of their lives.

Lovaas challenged this defeatist narrative. He believed that if you broke skills down into tiny steps and used heavy reinforcement, these children could learn.

The 1987 Study That Changed Everything

Lovaas is most famous for his 1987 study. He provided intensive, one-on-one behavioural therapy (40 hours a week) to a group of young children.

The results shook the medical world:

90% of the children improved significantly.

47% achieved "normal intellectual and educational functioning," meaning they entered mainstream schools without support.

This study is the reason ABA is the standard of care today. Lovaas proved that early intervention works and that giving up on autistic children was a mistake.

The "Founder's" Flaws: Why the Field Had to Change

While Lovaas deserves credit for proving that autistic children can learn, we must be honest about his methods.

Lovaas focused heavily on compliance. His stated goal was to make autistic children "indistinguishable from their peers." He wanted to erase the autism to reveal the child. His early programmes were rigid, repetitive (sitting at a table for hours), and famously used "aversives" (punishments) to stop "different" behaviours like hand-flapping.

The Shift to Compassion

This is the most important part for parents to understand: The ABA of today does not belong to Lovaas.

The field has been reclaimed and reshaped by a new generation of researchers and autistic advocates who prioritise happiness over compliance. Modern ABA has shifted away from the "Lovaas model" in three critical ways:

Assent-Based Practice: In the Lovaas era, if a child cried, the therapist ignored it. Today, we practice Assent. If a child cries or withdraws, we stop. We assume that if they are unhappy, they are not learning.

Neurodiversity Affirming: Lovaas wanted children to look "normal." Today, we celebrate the unique way autistic brains work. We do not try to stop harmless behaviours like "stimming" (rocking or flapping) because we understand these are valid ways to self-regulate.

Joy as a Metric: Lovaas measured success by IQ scores. Today, we measure success by "Happy, Relaxed, and Engaged."

Tactical Advice: How to Spot a "Lovaas-Style" Provider

Because the history is split, you will find clinics that still practice the old, rigid "Lovaas" style, and others that practice the modern, compassionate style.

Here is a detailed guide on how to identify which "father" a clinic is following during your initial tour.

The Setting: Table vs. Floor

When you walk into the clinic, look at where the children are.

The Old Way (Lovaas): You see rows of children sitting at small tables with a therapist across from them, doing drills with flashcards. This is called Discrete Trial Training (DTT). It is artificial and often boring.

The Modern Way: You see therapists on the floor. One is pushing a child on a swing while asking them to name colours. Another is playing with a train set, teaching the child to ask for "more track." This is Natural Environment Training (NET). It teaches skills in the real world.

The Reaction to "No"

Ask the Clinical Director what happens when a child refuses a task.

The Old Way (Lovaas): They might say, "We follow through with the demand. We don't let them escape." This teaches the child that their voice doesn't matter.

The Modern Way: They should say, "We back off and reassess. If they are refusing, the task might be too hard or we haven't made it fun enough. We modify the task to help them succeed."

The "40 Hours" Rule

Ask how many hours of therapy they recommend.

The Old Way (Lovaas): A blanket prescription of 40 hours a week for every child, regardless of age. This is based strictly on the 1987 study.

The Modern Way: A flexible schedule. A 2-year-old might only need 10 to 15 hours of play-based support. Modern providers understand that children also need time to just be kids, rest, and spend time with their families.

The Eye Contact Requirement

Ask if they have goals for eye contact.

The Old Way (Lovaas): Many old-school programmes demanded eye contact before a child could receive a reward. This can be painful for autistic people.

The Modern Way: We look for connection, but we never force eye contact. We respect bodily autonomy.

The Bottom Line

B.F. Skinner gave us the science of learning. Ivar Lovaas gave us the proof that intervention works.

But the "fathers" of the therapy your child deserves are the modern advocates who ensured kindness and respect became the core of the curriculum. The field has evolved from a focus on compliance to a focus on connection.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication and interaction, alongside restricted interests and repetitive behaviors. One of the significant areas of difficulty for children with ASD lies in social communication skills. However, therapeutic interventions tailored to address these specific needs have shown promising results in enhancing the social communication abilities of children on the spectrum.

Therapeutic interventions for Autism Spectrum Disorder encompass a wide range of approaches, including behavioral therapies, speech and language therapy, occupational therapy, and social skills training. These interventions are designed to target various aspects of social communication deficits commonly observed in individuals with ASD.

Behavioral therapies, such as Applied Behavior Analysis (ABA), focus on teaching children with ASD appropriate social behaviors through structured and repetitive teaching methods. ABA interventions often involve breaking down complex social skills into smaller, more manageable steps, providing immediate feedback, and reinforcing desired behaviors.

Speech and language therapy aims to improve communication skills, including verbal and non-verbal communication, understanding and using language appropriately, and developing conversational skills. Techniques such as visual supports, social stories, and video modeling are often employed to facilitate communication and comprehension in children with ASD.

Occupational therapy addresses sensory sensitivities and motor challenges that may impact social interaction and communication. Through sensory integration techniques and motor skill development activities, occupational therapists help children with ASD regulate their sensory experiences and improve their ability to engage in social interactions.

Social skills training focuses on teaching children with ASD the fundamental skills necessary for successful social interactions, such as initiating and maintaining conversations, interpreting social cues, understanding emotions, and developing empathy. Role-playing, group activities, and peer-mediated interventions are commonly utilized to enhance social competence and peer relationships.

Furthermore, early intervention plays a crucial role in improving social communication skills in children with ASD. By identifying and addressing social communication difficulties as early as possible, therapists and educators can help mitigate the impact of these challenges on children's social and emotional development.