Some considerations regarding ABA methodology and Autistic Acceptance

To begin, this blog is written primarily from the perspective that the acceptance of, and commitment to, neurodiversity, is of paramount importance in every practice. Therefore, the ABA methodology will not be discussed or reinforced.

ABA (Applied Behaviour Analysis) is very famous because of its effectiveness in modifying so called "maladaptive" behaviours into "adaptive" or "functional" ones through the use of positive and negative reinforcement. Its objective is more oriented towards making autistic individuals indistinguishable from their neurotypical peers. 

Yet the underlying reasons of why the child behaves in undesirable ways are never investigated, especially the role that their frustration or discomfort may play.  Since the child is not provided with a way to communicate how they are feeling, and there is no real attempt to accommodate them or change our own approach. Perhaps the method we are using as a parent or teacher is not clear enough, or the nature of the task is too complex, or maybe there is something in the classroom or at home that is disturbing the child. Nowadays ABA is mostly use to changing the individual's behaviour that interfere on a classroom setting, the question becomes: to whom is this modification of behaviour actually "functional"?

The ABA methodology teaches autistic individuals to mimic neurotypical behaviour without understanding it, and many report a feeling of being in a play as they were actors - a sense of falsehood derived from a lack of social acceptance that doesn't allow them to be their true self. I firmly believe that the path to helping autistic individuals begins with understanding their point of view, and that our priority should be to communicate and empathize rather than impose a way of being in the world. 

At the moment, I am searching for a different way of interpreting, understanding and supporting the autistic community, mainly to encourage them to be the protagonists of new ways of doing therapy. But for this to happen, I consider that the focus needed in early intervention is communication, allowing them to express their frustrations, annoyance, boredom, misunderstanding in a safe space, delivering strategies that enable them to reach their full potential on their own terms.