When a child is suspected of having an ASD diagnosis, many parents find themselves navigating a sea of information, from ASD assessments to intervention methods, only leaving them feeling more overwhelmed, anxious, and uncertain. As a team of ABA clincians, we understand these challenges and are here to provide a guiding hand. Our mission is to bring comfort, expert support, and practical guidance to parents and caregivers, empowering them to face each new day with confidence and optimism. We are dedicated to enhancing the quality of life for children with ASD and their families, transforming challenges into meaningful opportunities for growth and resilience.
Parents often encounter a confusing blend of contradictory perspectives about ASD—from causes and symptoms to intervention methods and potential outcomes for children. Some hear discouraging predictions that their child may struggle to make meaningful progress, while others come across encouraging stories of children with ASD achieving remarkable outcomes.
Although we cannot predict each child’s outcome with certainty, with over 30 years of experience in ABA interventions and over 150 published studies in ASD and ABA, we have greatly expanded our understanding of the remarkable potential within children with ASD. While these children may initially exhibit significant differences compared to their peers, high-quality interventions can substantially bridge these gaps, often advancing social and language skills to levels aligned with typical development. Our research shows that children who receive interventions typically progress within 1 of 3 categories:
“Compromised Outcome”: Fewer than 10% of children with ASD experience poor outcomes. While we can significantly reduce challenging behaviors, these children may continue to face difficulties in communication and cognitive skills. However, they often achieve meaningful progress in areas such as play, social interactions, and self-care. Although this group is small, it represents an outcome that, while showing improvement, does not reflect the level of success we ultimately strive for.
“Fair Outcome”: Around 30% of the children we work with experience significant progress. While some developmental gaps remain, these children make notable improvements in language, play, and social skills. They often integrate into mainstream education, form meaningful friendships, and lead a quality life.
“Best Outcome”: Our research indicates that approximately 60% of children reach an optimal outcome, with their academic, language, and cognitive skills closely aligning with those of their typically developing peers. These children thrive in mainstream schools, form meaningful relationships, and effectively close the gap between themselves and their peers.
Drawing from AP’s clinical method and research, we hold high expectations for children with ASD. While the journey may present challenges, we are confident that with intensive, high-quality ABA therapy, children can achieve remarkable progress. This path requires a significant investment of time and commitment, but leads to continuous growth and development.
To unlock a child’s full potential, we have identified the following key elements as essential:
Early Assessment and Intervention: Studies show that signs of ASD can emerge as early as 6 months, with a formal diagnosis typically made by 18 months and more reliably by age 2. Many of the families we work with begin intervention around age 2, while others start even earlier by learning strategies to engage with their child and enhance communication at home.
Intensive Intervention: Due to the considerable developmental gaps between children with ASD and their typically developing peers, it is essential for children to receive 25 to 40 hours of intensive intervention each week in the early stages. This level of intensity is vital for maximizing progress and achieving the best possible outcomes; any reduction in intensity could hinder the effectiveness of the intervention.
Consistent Intervention: Children with ASD typically require 3 to 5 years of intervention, with the focus and structure evolving throughout the process. Initially, the primary goal is to reduce disruptive behaviors and establish foundational learning skills. As therapy progresses, attention shifts to developing early communication, play, and social skills, followed by more advanced abilities. The structure moves from individual sessions to small groups, and eventually to larger group settings. Interestingly, we’ve found that children who achieve “optimal outcomes” often need extended intervention to refine more subtle and complex skills.
Progress isn’t always linear—there are often periods of advancement followed by occasional setbacks—but children undergoing intensive ABA therapy generally experience significant, ongoing improvements.•
Progressive ABA Therapy: Traditional approaches often recommend a mix of interventions for children with ASD, but this model typically applies only when high-quality ABA intervention is not accessible.
In contrast, effective ABA therapy is designed with clear, individualized goals that can be adjusted to meet each child’s unique needs, while prioritizing their emotional well-being, enjoyment, and positive learning experiences. With over 30 years of research, AP developed Progressive ABA (the Autism Partnership Method), a highly personalized yet structured approach to early intensive intervention. This method takes into account each child’s strengths, challenges, preferences, emotions, behavior patterns, and core learning needs. The curriculum focuses on enhancing motivation, teaching learning strategies, emotional regulation, language development, cognitive skills, play, social interactions, self-care, and group learning abilities.
Parents should be caution when considering popular “autism interventions” (such as music therapy, art therapy, or auditory integration training) and alternative treatments (like gluten- and casein-free diets) that lack solid scientific support for improving autism outcomes. While these approaches may not necessarily harm children, they are often expensive and can take time away from more effective ABA interventions. Additionally, they may lead to unrealistic expectations for parents.
For this reason, we advise parents to be cautious of alternative interventions that may take time away from effective therapy. Outside of the AP program, we often encourage parents to explore enjoyable activities like swimming, karate, or dance, but it’s important to recognize these as recreational pursuits rather than therapeutic solutions.
School Readiness: While it’s natural for parents to be excited about their child starting school and with advice from professionals, family, and friends suggesting that being around typically developing peers will automatically benefit the child. Although this seems logical, patience is essential. Children with ASD must first acquire a set of skills that will allow them to thrive in a school environment.
Our goal is to help children develop the skills they need for independent learning and positive social interactions. Many of the children we work with successfully transition to mainstream schools, but it’s important not to rush this process—ensuring that the child is fully prepared is crucial for their success.
Parent Support: Parental involvement is one of the most significant factors in a child’s progress. Parents require ongoing support from the intervention team to effectively understand, learn, and implement strategies that foster a positive family dynamic.
An Intensive early intervention program is one of the keys in achieving the best possible outcomes for children with ASD. However, the term “intensive” can be ambiguous. What is the meaning of the term “intensive”? How much time is required for an intervention program to be considered truly intensive and maximally effective? Is 3 hours per day or 15 hours per week a sufficient amount of dedicated, high-quality intervention time?
On November 22, Dr. David Fischer, an AP consultant, will share insights on the critical importance of intensive intervention for children with ASD on AP’s YouTube channel. He will also discuss the relationship between the level of intervention intensity and the best possible outcomes for these children.
Contact Number: (02) 86553094, 0998 9974171, 0917 6552552, or 0917 5046465
Email Address: workshop@autismpartnershipph.com
Ed.D, M.S.ABA, BCBA, Training Director
Dr. Raymond Fung holds a Doctor of Education from the University of Bristol, a Master of Science in Applied Behavior Analysis from St. Cloud State University. His doctoral thesis explored Progressive ABA, Autism and Technology. He is a Board Certified Behavior Analyst (BCBA) who has been teaching individuals with autism and training professionals for over 20 years.
Throughout my career, I’ve spoken with many parents who, after learning their child has ASD, find themselves under great pressure and often surrounded by a range of negative emotions. Many struggle with questions like, “Why my child?” “Did I do something wrong?” “Will my child have a meaningful future?” “Could this diagnosis be a mistake?” […]
Autism Spectrum disorder can be diagnosed as early as 18 months. Research shows strong evidence on how effective Applied Behavior Analysis (ABA) can help children with Autism. It helps to deal with children’s challenging behaviors such as inattention, aggression, self-stimulation, etc. Howard, et al (2005) conducted a study to compare the effectiveness of 3 treatment […]
In today’s society where information flows freely, parents can easily receive different messages. However, these messages are often debatable or even wrong. Believing wrong information can easily lead to misguided choices and delay treatment, the consequences of which may last a lifetime. When conducting one-on-one consultations with parents, I often hear the following misguided views […]
AP holds the belief that with quality ABA treatment using the Autism Partnership Method (APM), individuals with autism can reach their fullest potential and achieve the greatest degree of independence and highest quality of life possible.
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