Building Independence, Not Training Robots

Historically, ABA (Applied Behavior Analysis) has sometimes been perceived as a method that trains children like robots due to its structured, repetitive teaching style. This misconception stems from the early days of ABA, when rigid teaching models were often used to teach skills through repetition. While repetition is a valuable tool in some cases, it’s essential to understand that ABA is not just about drilling a behavior until it becomes automatic. As a clinician, I can say with confidence that ABA, when practiced thoughtfully, is about building independence and promoting flexible thinking in learners.

Why Repetition Is Sometimes Necessary

Yes, some skills do require repeated practice for successful acquisition. This repetition is often misunderstood as rigid or robotic training. In reality, it follows the same principle as the old adage: “Practice makes perfect.” Whether it's learning how to tie shoes, brush teeth, or use a communication device, repeated practice helps children with autism—and anyone learning a new skill—improve over time. The goal is to make fewer errors, gain confidence, and ultimately master the task. This is not exclusive to ABA; in everyday life, we all practice to improve our performance, whether it’s driving a car, playing a musical instrument, or learning a new language.

However, just because repetition is useful for learning certain skills doesn't mean that it applies to everything. One of the core objectives of ABA is to promote independence, not rote compliance. Skills like critical thinking, problem-solving, and social interactions need flexibility and creativity, not just repetition.

Encouraging Flexibility and Independent Thinking

In ABA, we aim to foster independent thinking and decision-making. For example, when teaching a child how to ask for help, we might begin with a structured format, prompting them to say, “Can you help me?” in specific situations. But the ultimate goal isn’t for the child to only repeat that phrase every time. Instead, we want the child to learn when it’s appropriate to ask for help, how to vary the request depending on the situation, and how to choose alternative strategies if needed. The child might learn to ask for help in different ways, such as gesturing, using an AAC device, or even problem-solving on their own when appropriate.

This ability to generalize a skill across different environments, people, and situations is called "generalization," and it’s a key part of ABA. We don’t just teach a child to perform a skill in one specific scenario; we teach them to apply that skill in various contexts, adapting as needed. This promotes flexible thinking and problem-solving, which is crucial for independence.

Example of Promoting Independence

Let’s take the example of teaching a child how to follow instructions. In the beginning, a therapist might provide clear, direct instructions and reinforce the child’s ability to comply. Over time, however, the goal is not for the child to always wait for direct commands. Instead, the child will learn how to make choices independently, self-monitor their actions, and navigate the world with more autonomy. 

Similarly, if a child is learning how to interact socially, we don’t just teach them scripted conversations. The goal is for the child to adapt their communication to different social situations. They might start by practicing greetings in structured role-play scenarios, but over time, they’ll learn to adjust their greetings based on whether they’re talking to a peer, an adult, or someone new.

Moving Beyond Repetition

While repetition helps with skill acquisition, a well-rounded ABA program also emphasizes creativity, problem-solving, and critical thinking. Not everything in life can be taught through repetition, and that’s where flexible, adaptive teaching methods come in. For example, a child might learn how to follow a recipe through repetition, but once that skill is mastered, they should be encouraged to experiment with ingredients, understand how to substitute ingredients, and apply the principles of cooking to new dishes.

ABA clinicians recognize the importance of promoting independence beyond the classroom or therapy setting. We teach individuals to navigate real-life situations, think for themselves, and make decisions based on the tools they’ve learned. The objective is to give learners the ability to live meaningful, independent lives where they can apply their skills in diverse situations—not just to follow instructions robotically.

By focusing on flexibility and personal growth, we help individuals not just to succeed in structured environments but to thrive in the real world, where every day brings new challenges and opportunities for learning. Ultimately, ABA is about giving individuals the tools they need to live full, meaningful lives, where they are not just following instructions but making informed choices and taking charge of their own futures.