For many families in Chicago, when early intervention therapy comes to an end for their neurodiverse child, they face a new question with real weight behind it: what comes next? And the next stage is critical.

The support you choose will shape your child’s future and build the foundation for communication, learning, and social growth.

For children on the autism spectrum or who have other developmental differences, the transition from early intervention is more than a schedule change. It’s a dramatic shift in setting, expectations, and coordinated support.

Some children do well in a traditional preschool with school based services. Others benefit from ABA therapy. Some need a more complete model that brings education and therapy together in one place.

This guide walks through the main choices parents face after early intervention, what families often gain from each, and why a therapeutic preschool like Blue Bird Day may be the right fit for families in West Loop, Northcenter, or Wheaton.

If you would like more personalized insights, please contact us today! We’re here to support you every step of the way.

Why the Transition Matters

Here’s the key point: the end of aged based early intervention is not the end of support needs.

Early intervention is designed to help infants and toddlers build important early skills. Once a child ages out, families often move into a very different system. Services may become less frequent, harder to coordinate, or tied to school eligibility rules that do not always match the full picture of a child’s needs.

That gap can affect progress in areas such as:

• Communication
• Social interaction
• Emotional regulation
• Play skills
• Motor development
• Feeding and self help routines
• Readiness for a school setting

For many parents, this is also the point where care becomes more fragmented. One provider may address speech. Another may focus on behavior. A school team may work on classroom goals.

However, children don’t develop in separate categories. Skills grow together, and support often works best when the people helping your child are working as one team.

Common Options

Most families looking at next steps after early intervention therapy in Chicago are choosing between two common routes: traditional preschool with IEP supports or ABA therapy. Both can help. However, they aren’t built the same way, and each has limits that parents should weigh carefully.

Option 1: Traditional Preschool with IEP Supports

A traditional preschool can offer valuable early learning experiences. Children spend time with peers, follow routines, join play based activities, and begin to build independence in a group setting. For some children, that environment is enough, especially when needs are mild and support can be added through an Individualized Education Program, or IEP.

What a Traditional Preschool May Offer

• Peer interaction
• Early academics
• Group routines
• Play based learning
• Exposure to a school like setting

Those are meaningful benefits. Children can practice turn taking, listening, transitions, and classroom participation in ways that feel natural and age appropriate.

Where Traditional Preschool May Fall Short

Here is the part families need to look at closely: school based support is tied to eligibility and service limits.

An IEP can provide therapy and accommodations, yet services are often delivered in shorter blocks and may not cover all of the areas your child needs. A child may receive some speech therapy or occupational therapy through the school system, however the amount and intensity can be limited. In many cases, support is designed to help a child access the classroom, not to provide broad, daily therapeutic care.

For children with autism who still need help with language, sensory regulation, social communication, behavior, motor planning, or self help skills, a traditional preschool may not be enough on its own.

Option 2: ABA Therapy

ABA therapy is another common next step. Applied Behavior Analysis, or ABA therapy, uses structured teaching to help children learn skills step by step. It’s often used to support communication, daily living, behavior, attention, and learning readiness.

For many children, ABA therapy is highly effective, especially when goals are clearly defined and treatment is individualized.

What ABA Therapy Does Well

• Learning new routines
• Building communication skills
• Reducing unsafe behaviors
• Increasing attention and participation
• Teaching self-help skills
• Strengthening readiness for school and home tasks

One of the strongest features of ABA therapy is that it can be customized. A treatment plan can target specific goals based on your child’s needs, and progress is often tracked closely over time.

Where ABA Therapy May Have Limits

However, ABA therapy is usually delivered one to one. That can be helpful for focused instruction, yet it may reduce natural peer interaction during the day. Some children need more chances to practice social skills with other children in real time, not only with adults.

Families should also ask an important question: who is addressing the full range of development?

ABA therapy may focus heavily on behavior and learning goals. However, children with autism often benefit from additional support in speech, occupational therapy, physical therapy, feeding, and social emotional growth. If those services are added separately, families may end up managing several providers across different locations and schedules.

That’s one reason many parents begin looking for a therapeutic preschool that combines therapies within a school like day.

Option 3: Multiple Therapies

Why Some Children Need More Than One Model

This is where the comparison becomes clearer. Traditional preschool offers peer learning and classroom experience. ABA therapy offers structured skill teaching. However, many children need both developmental support and educational structure, along with access to multiple therapy disciplines.

A blended model can be especially helpful when a child:

• Has aged out of early intervention and still needs daily support
• Needs speech, occupational, physical, or feeding therapy
• Benefits from routine and structure
• Needs help with social emotional development
• Is not yet ready for a less supported preschool environment
• Needs more peer interaction than a one to one model usually provides

For these children, the question is not whether preschool or therapy matters more. The better question is how to bring both together in a way that feels consistent, purposeful, and child centered.

Blue Bird Day is Built for This Stage

Blue Bird Day was created for children who have aged out of early intervention and still need strong developmental support. It’s a therapeutic preschool and kindergarten program that blends education and therapy across the school day.

Rather than placing services in separate silos, the program uses a multidisciplinary model where professionals work together to support each child’s progress in a setting that feels both nurturing and structured.

The Blue Bird Way

Blue Bird Day stands out because it does not ask families to choose between school readiness and therapeutic care. It brings them together.
The program includes a multidisciplinary team that may involve:

• Behavior therapists
• Occupational therapists
• Speech language pathologists
• Physical therapists
• Developmental therapists
• Social workers
• Feeding therapy

That matters because children need to grow in more than one area at a time. A child working on communication may also need sensory support. A child building classroom skills may also need help with feeding, gross motor development, or emotional regulation.

When one team collaborates across those needs, care becomes more connected and practical. Everyone is working on the same goal of developing the whole child.

Supporting Real Life Growth

A therapeutic preschool is not simply preschool plus therapy hours added on. The value comes from how support is built into the day.

At Blue Bird Day, therapeutic and educational strategies are used to help children build skills such as:

• Independence in daily routines
• Social interaction with peers
• Sensory regulation
• Communication
• Play and learning readiness
• Emotional development
• School participation skills

This kind of model gives children repeated chances to practice skills in context. Instead of learning one skill in a clinic room and trying to carry it over later, children can use it during transitions, peer play, meals, movement activities, and teacher led tasks.

The repetition and coordination makes a meaningful difference.

Verifiable differences

When comparing options, it helps to stay grounded in what each setting is designed to do.

Traditional Preschool with IEP Supports

• Built for early education in a group setting
• Services depend on school eligibility and available resources
• Often offers less therapy intensity than private or integrated programs
• Peer interaction is built in

ABA Therapy

• Built for structured, individualized skill instruction
• Commonly delivered one to one
• Often tracks behavior and goal progress closely
• May require separate providers for speech, occupational, or physical therapy

Therapeutic Preschool

• Built to combine daily learning and therapy
• Offers access to peers and structured routines
• Can include multiple therapy disciplines under one program
• Supports readiness for future school environments while addressing ongoing developmental needs

These are not claims of one size fits all success. They are functional differences in program design. For many families, those differences become the deciding factor.

When to Consider a Therapeutic Preschool

If you aren’t sure what setting fits best, look at what your child needs across a full day, not only in one session.

A therapeutic preschool may be worth serious consideration if your child:

• Still needs frequent support after early intervention
• Has autism and benefits from both structure and social learning
• Needs help across more than one area of development
• Has outgrown home based services but is not fully ready for a standard preschool setting
• Does better when therapy is integrated into routines
• Needs a team based plan instead of separate appointments across the week

For many Chicago families, that middle ground is exactly what has been missing.

What Parents Want Most at This Stage

By this point, most parents are not looking for promises.

They are looking for fit.

They want a place where their child is seen clearly.

They want support that reflects real needs, not only a checklist.

They want professionals who can explain why a plan makes sense and how progress will be measured.

They want a setting that builds skills for the next chapter, whether that means kindergarten, a less restrictive classroom, or greater ease in daily family life.

That is why integrated care matters. It reduces fragmentation. It creates consistency. It helps children practice skills across the day with support from professionals who are working toward shared goals.

Blue Bird Day therapeutic preschool and kindergarten in Chicago checks all the boxes.

If your child has aged out of early intervention and still needs consistent, individualized care, your next step is to look closely at settings that combine therapy and education in one place.

A strong fit now can help your child build skills with more confidence, more continuity, and more room to grow.

If you would like more personalized insights, contact us today! We’re here to support you every step of the way.

Frequently Asked Questions

Is Blue Bird Day covered by insurance or early intervention funding?
Blue Bird Day accepts many private insurance plans. Our team will help you review coverage and payment options so you can focus on your child’s progress.

Can my child still receive individual therapies while enrolled at Blue Bird Day?
Yes, your child’s speech, occupational, physical, and behavioral therapies will all be integrated into their daily routine at Blue Bird Day, so support is consistent and team-based within the same nurturing program.

How do I know if my child is ready for a therapeutic preschool like Blue Bird Day? If your child has finished early intervention and still needs daily support for communication, behavior, or learning—especially in more than one area—a therapeutic preschool in Chicago like Blue Bird Day may be the right next step.

Finding the right Applied Behavior Analysis (ABA) program can often be a little stressful and overwhelming. These are a couple of helpful tips and tricks to look out for when finding a great program.

Who is part of the team?

Board Certified Behavior Analyst (BCBA): Individuals who completed a qualifying Master’s Program and participated in clinical hours to become approved by the Behavior Analyst Certification Board (BACB). These individuals:

• Uses evidence-based Applied Behavior Analysis assessments and interventions to create individualized goals to enhance skill development.
• Create a Behavior Intervention Plan based on a conducted Functional Behavior Assessment.
• Conducts Parent Trainings.
• Supervises the Registered Behavior Technician in their application.

Registered Behavior Technician (RBT): Individuals who have completed a Board Certified 40-hour program and passed an exam by the Behavior Analyst Certification Board. These individuals:

• Implement Applied Behavior Analysis interventions created by the Board Certified Behavior Analyst (BCBA).
• Receive ongoing supervision by the BCBA.
• Gets reviewed by the BACB Annually.

Developmental Therapist (DT): Individuals who have completed a qualifying Master’s Program and are part of the therapy case manager team who are experts in child development as a whole. Developmental Therapy may not necessarily be available at other agencies. These individuals:

• Identify where a child’s functional performance meaningfully impact a family’s life and ability to participate in daily routines.
• Use role play and functional play schemes to enhance a child’s volition and motivation when participating in recreational activities.

Why choose ABA at Blue Bird Day?

 1. Multi-Disciplinary

Here at Blue Bird Day, ABA therapists collaborate with other disciplines to create a holistic intervention program for your growing kiddo. We work together with Speech, Occupational Therapy, Physical Therapy, Social Work, and Nutritional Therapists to improve all skills.

 2. Group and Individual

Blue Bird Day offers a unique blend of individual and group services to work alongside your child in a variety of scenarios that are similar to everyday situations they might encounter such as:

• A playground
• Family game night
• Individual functional play
• A school setting
• Play dates
• Grocery Shopping with the family

 3. Multi Environment

We acknowledge that your children participate in different environments, and so our services can accompany you:

• In clinic
• In home
• Virtual (when applicable)

Learn more about ABA at Blue Bird Day from the recording of our Beyond the Nest parent caregiver training or reach out to us directly for more information.

Therapists and teachers often hear this common phrase from caregivers: “If only my child were like this at home!” It’s no secret our clients often behave differently in the home compared to the therapy environment. Much of this has to do with differences in expectations, the influence of peers, structure, and routine. But this therapeutic environment doesn’t just come together like magic; it takes a lot of work from everyone on that client’s team. But, don’t worry! There are many strategies that therapists use in the clinic that caregivers can implement at home to reflect a more structured therapeutic environment.

Schedules: Setting the Scene for Success 

Children thrive when they understand expectations and are given an environment and structure to succeed. Start by keeping common routines, like getting ready and going to bed, at the same or closely similar times each day. Keep these routines very structured, with the same kinds of things occurring each time. For example, bedtime will always be at 8. So, at 7 we take a bath, then pjs, then brush teeth, then story time, then snuggles with mom and dad, then lights out. Written and visual schedules will further help this process, as children can cross things off and see their progress through the schedule as they go along. This predictability and routine will help things move along smoothly! 

First/Thens and Timers: Knowing What to Expect 

Sometimes a simple shift in the way we say and present things can make all the difference. Transition warnings, timers, and first/thens are excellent and easy tools for home. For example, maybe hair brushing is a non-preferred activity. So, when it’s time for hair brushing, we can say, “First brush hair, then read a book.” Putting a more preferred activity after a non-preferred activity often helps with the motivation to complete that activity. Timers also can be useful. “We will brush hair for 5 minutes, then all done.” The child can watch this timer and understand that this non-preferred activity has an endpoint, which makes them much more likely to complete the activity without protest. Meeting a child where they are and telling them what to expect helps them to trust us; this helps them listen to us when it matters most! 

Star Charts and Token Boards: Motivation Helpers 

Sometimes certain expectations and routines may be especially challenging, and our children may need a little more incentive. Token boards and reward charts can help with this. For example, a token board may look like this: 

The child would choose a reward that they don’t often have access to, like a treat or an iPad video, and “earn” that reward by completing tasks or keeping safe hands/feet/body while completing tasks. Children can also use sticker charts throughout the week and earn rewards at the end for completing certain routines, tasks, and keeping good behavior or good listening. 

Bring It Home: You Can Do This! 

The strategies above can help your child achieve success in the home environment, and it’s important to customize these based on your unique family routines and goals. Our team of multi-disciplinary therapists are here to help, and if you’d like more specific advice based on your child’s individual goals and strengths, please reach out to your child’s therapy team! 

In this month’s “Beyond the Nest” caregiver workshop, our staff walked us through the steps for developing consistent routines while maintaining flexibility to support kids as they learn at their own pace. For a full-length video of this presentation, please visit: https://youtu.be/ZOSAWQ_AwAc

We all have routines and predictability schedules in our daily lives- they occur so often that it’s easy to overlook how much routines structure our days. Imagine driving to work on your normal route, but there’s unexpected construction that requires you to detour. You’re not sure how far down the street the construction ends or where you have to turn and the traffic behind you is quickly building. You’re likely feeling anxious about running late to work, frustrated by the amount of road construction in Chicago, and worried about a possible fender bender.

Routines are important because they help us know what’s going on and what’s expected of us. They promote independence and confidence by helping us know what steps we need to follow to accomplish tasks. For our kiddos, routines increase on-task behaviors, reduce problem behaviors, and aid in the development of functional skills to navigate their environment.

When developing routines for kids, it’s important to list every step and use simple pictures that help explain each step.

For example, here are the steps for a Hand Washing Routine:

1. Enter washroom
2. Go to sink
3. Turn on tap
4. Wet hands
5. 1 pump soap
6. Scrub hands
7. Turn off tap
8. 1 paper towel
9. Dry hands
10. All done

How do I establish a new routine with my child?

Take it one step at a time and celebrate the small victories- learning new things is scary and difficult and it’s easy to get frustrated or discouraged. If your child can only complete the first step in a routine, give them positive encouragement for completing that step. Once step one is mastered and consistently completed, add step two and keep the praise coming to prevent discouragement. By breaking things down and helping our little ones, you can help them slowly build confidence with each new step.

What if my child acts out or refuses to follow a routine?

Complete consistency is great in theory, but not applicable to daily life. Things happen, and we all have rough days where we just need a break. It’s important to recognize these tough days when they come along and give space to allow your routines to be flexible.

What if a routine needs to be adapted? For example, my child’s preferred restroom needs repair and they refuse to use a different restroom.

Change is scary for us all, but it’s important to highlight similarities, exactly what is staying the same, so your child can adapt their routine to a new location. For the example above, remind them that the toilet is still white, the flush works the same, and the sink still has hot and cold water. Giving your child these details will help shift their focus from what is different and confusing towards what is recognizable and familiar.

Having trouble establishing or maintaining routines?

Talk to your child’s team- our staff is here and happy to help however we can! We may also recommend additional ABA services with a BCBA to help establish routines that you can then follow and reinforce at home.

Turn-taking is an important skill for children to learn as they will use it throughout their lives.  There are several ways to promote turn-taking behavior amongst children.  Some techniques to practice turn-taking behavior will take more practice than others, however, they are all equally as important in promoting the skill of turn-taking. 

1. Social stories:  Introducing the idea to your children about turn-taking through stories can be beneficial.  These stories that can be created on the topic of turn-taking can break down what turn-taking is and give examples for the children to be exposed to.  An example of a social story on turn-taking could walk you through a story of a child and their sibling/peer playing their favorite game together.  It would describe how first it is one child’s turn to roll the dice and then it is the other child’s turn to roll the dice.  This story would not only demonstrate the act of turn-taking but also the positive emotions of the children playing the game together. 
2. Modeling: Utilizing modeling to demonstrate to your children turn-taking while playing is another useful technique to promote turn-taking behaviors.  An example of this could be you and another adult sharing a ball that bounces.  You will say the words “My turn” and bounce the ball a few times.  Then you will look at the other adult and say “Your turn” and proceed to hand the ball to that person.  You can also incorporate modeling into daily life activities like watching television.  You can use the remote first while saying “My turn” and then a few minutes later hand it to the other person and say “Your turn”. 
3. Language and Gestures: You can emphasize the language used when taking turns (my turn, your turn).  By putting an emphasis on these two phrases, you are putting meaning behind them and teaching it to the children the more you use it.  You can also utilize gestures and put your hand on your chest to show that it is “my turn” and also point to/touch their chest when signaling it is “your turn”. 
4. Incorporating games: Incorporate multiple-person games into your day to promote the practice of turn-taking.  These games could be simple ones like throwing a ball back and forth or I spy to more complex ones in which you need to wait longer to have a turn again (Candy Land, Trouble etc.). 

Promoting Turn-Taking With Peers. (2017, March 28). Retrieved from https://www.cdchk.org/parent-tips/promoting-turn-taking-with-peers/

Toddlers and preschoolers are notorious for getting into EVERYTHING. Emptying bookshelves, dumping toy chests, and getting their little hands on anything they can reach. It is amazing how fast a little one can burn through all the toys on the toy shelf! This is largely because, like all other developmental skills, preschooler’s attention spans are still growing and developing. In order to engage with our little ones effectively, it is important to meet them where they are (i.e., where their attention span is). Expecting a preschooler to independently attend to a single activity for more than 20 minutes is sure to bring about a variety of difficulties. But supporting a 3-year-old during a 5-minute activity can bring about the quality type of engagement that supports language and cognitive development. 

So, what can we realistically expect from our two, three, and four-year-olds in terms of attention? Studies suggest that the average preschooler’s attention span is between three and six minutes. This means most preschoolers can attend to a single activity, like playing with cars or stacking blocks, for 3-6 minutes independently. Older preschoolers, 4 and 5-year-olds, have a slightly higher attention span, approximately 6-10 minutes. These figures are slightly increased, but still generally below 15 minutes when given direct adult support.  This is an important thing to keep in mind when planning activities and setting expectations for our little ones. 

Here are some simple ways to support your child’s attention span and appropriately encourage its growth: 

1. 
   

   Provide frequent breaks 

If your activity involves sitting or being still, be sure to incorporate frequent motor breaks to allow your child to get some of their excess energy out and to provide physical regulation. These can be quick dance parties, a tickle break, or an interactive yoga session! Remember, many tasks can involve movement! Playing a game of tag, hide–and–go–seek, or simple imitation games demands the same attentional skills as tabletop or floor activities. Speech tip: Narrate your actions! Use this time to practice one and two-step directions and imitation. 

2. 
   

   Read the signs your child is giving you 

If you see your child fidgeting in her seat, turning her body away from the activity, or staring off into space, listen to her nonverbal language and provide her with a break! Speech tip: Give your child language for what they are feeling: “You look like you need a break”, “I can see that you need to move around!” 

3. 
   Choose activities that have a definitive endpoint 

Puzzles and simple games are a great way to engage your child in an activity that has a clear beginning and endpoint. Your child may be more likely to stick with an activity or respond to redirection, knowing they are approaching a final endpoint where the task will be complete. Speech tip: Help them see this endpoint by using language such as “Two more turns until we are all done,” or “First find the puzzle piece with Micky’s head, and then our puzzle is all done!” 

4. 
   

   Keep activities age-appropriate 

Introducing a game or puzzle that is too complicated for your child will likely cause them to lose their attention more quickly. Much of this may be trial and error, and that is okay! Try to find that sweet spot where the activity is simple and engaging but can provide opportunities to practice new skills or learn a new language. Speech tip: Keep your verbal directions short and simple. Model the activity for your child prior to asking them to do it on their own. Narrate the steps you take in your activity. 

5. Incorporate your child’s unique interests 

Just like adults, preschoolers are more likely to engage with a new activity if they are genuinely interested in it. Utilize your child’s interest when planning new play topics and activities. Incorporate your child’s favorite characters, like PJ Masks or Daniel Tiger, into your next play session. Speech tip: This is a great opportunity to model language concepts such as pronouns and modifiers/descriptions. 

6. 
   

   Be mindful of the demands that are being placed on your child 

Children’s attention spans fatigue more quickly whenever we challenge them with a cognitive, communication, physical or behavioral demand. This is especially important if your child has sensory differences. Remember: Sitting still is considered a significant demand for a preschooler.   

7. 
   

   Sleep and health 

Poor sleep and health dramatically affect the attention span of both adults and our little ones. Ensure healthy sleeping and lifestyle habits to promote healthy attention and learning! 

As we learn to respect our preschooler’s attention span and use appropriate measures to meet them where they are, more of our time together is spent in meaningful interaction that develops language and cognition skills rather than in behavior management. Remember to have fun and enjoy your preschooler’s growing mind! 

References: 

Gaertner, B. M., Spinrad, T. L., & Eisenberg, N. (2008). Focused Attention in Toddlers: Measurement, Stability, and Relations to Negative Emotion and Parenting. Infant and child development, 17(4), 339–363. https://doi.org/10.1002/ICD.580 

Ruff, H. A., & Capozzoli, M. C. (2003). Development of attention and distractibility in the first 4 years of life. Developmental Psychology, 39(5), 877–890. https://doi.org/10.1037/0012-1649.39.5.877 

What is an AAC? 

AAC stands for augmentative and alternative communication.  There are several forms of AAC: manual sign language, PECS, and using a tablet or iPad.  When using any of these forms of an AAC, people are able to share ideas and communicate through them.  There are two types of AAC: unaided and aided systems.  Unaided systems include gestures, facial expressions, and sign language.  Aided systems use some sort of tool or device.  Examples of aided systems are a picture board or a tablet.  

Using Your AAC in the Community 

Once your child has been introduced to using their AAC in their home setting you can begin to use it outside the home in the community.  There are different ways that you can promote the use of language in a community setting.  

For example, if you take a trip to the grocery store with your child and bring your child's AAC device, there are ways you can work in using the device to your grocery store run.  When you get to the store, you can walk through the aisles and the produce section and have your child label some of the foods that he or she likes.  You can also walk your child through aisles in the store where there are certain foods and drinks you know are highly preferred.  Then once they start showing interest in those foods or drinks, you can have them request those items on their device.  One other fun activity you can do with your child in a grocery store would be to create a shopping list of ingredients for their lunch or dinner that day.  Then, you can walk through the store searching for the items and using the AAC device to label each ingredient.  Once the child has found the ingredient, they can cross it off their list! 

Augmentative and Alternative Communication (AAC), ASHA, www.asha.org/public/speech/disorders/aac/.

There are several reasons why your child may be experiencing behavior meltdowns and challenges.  Your children may be experiencing these meltdowns due to:  

• Communication issues 
• Anxiety 
• Physical ailments/sickness 
• Sensory processing issues 
• Learned behavior 
• Family dynamics 

Your child’s behavior can be due to many different things, but caregivers can help their child by trying these steps.  

1. Taking a deep breath and asking your child to do the same. If they get more upset, take a minute or two to just model deep breathing. You can give your child space (if safe) and take a break from demands. 
2. Try to understand your child’s perspective. This can be hard when you are on a time crunch, but taking the time to remember the why behind the behavior allows you to set aside your own emotions and respond in a supportive way. For example, those children that have sensory processing issues, may be overstimulated in certain situations and meltdowns are their only release. For those children with communication difficulties, they may have a toothache or headache and unable to tell you in any other way but to cry or self harm.  
3. Set clear limits and consistent boundaries. It is important that caregivers provide consistent rules and expectations. It is very hard for children when rules are only implemented sometimes or at certain households. Parents who live in different households, should communicate to ensure that rules look relatively the same from house to house. Write the rules down on a whiteboard in your kitchen or playroom to help everyone remember! 
4. Ask for help. If you continue to experience difficulties with managing your child’s meltdowns, consult with your child’s pediatrician and potentially obtain a medical diagnosis. If you have an established therapy team, consult with them on best strategies and if not, consider therapeutic interventions for your child. You can also ask our advice column, Ask Birdie, here.  

Therapy services to assist with meltdowns and challenging behavior include:   

• Behavior Therapy 
• Social Work 
• Occupational Therapy 
• Speech Therapy

Remember that when you have a better understanding of why your child is having a meltdown, your child will feel heard and understood. It will also allow you to apply strategies that address the root cause, leading to less meltdowns and happier families! 

Interested in learning more? 

Take a look at these blogs about challenging behaviors:

Social Skills: A Learned Behavior
How to Promote Turn Taking with a Sibling or Peer
Earliest Foundations of Communication: Expanding Early Communication
Finding Motivation: Losing Challenging Behaviors
ABA Data Collection: Recognizing and Recording Behaviors

Check out our YouTube Beyond the Nest Series:

Supporting the Family and Nurturing the Sibling Relationship

Try these meditations on our YouTube channel:

Breathe Like A Bear
Bunny Breath
Imagine You’re A Tree

Interested in Blue Bird Day services? Call today at 312.243.8487 or enter a contact form here.  

Instructional control is a term commonly used in ABA; it refers to building a relationship with a child that uses a firm but respectful approach. 

Instructional control is the motivation that will enable the child to listen and follow the demands you place each day. 

In most cases, instructional control is lost or not apparent when the kids are the ‘boss.’

(Meadows, 2013) 

 7 steps to gaining instructional control with your child: 

1. Show you are in control of the items/tangibles they want and decide when they get access to them.
2. Show your child you are fun, making them want to spend more time with you.  
3. Show your child trust- always say what you mean and mean what you say. 
4. Show your child that following directions gets them what they want. 
5. Reinforce your child for every positive response in the early stages of gaining instructional control
6. Know your child’s priorities (e.g. know what they like).
7. Show your child that not following directions or demands results in a lack of reinforcement.  

(Schramm2004) 

Here are some tips on how to build instructional control with your child 

• Determine what items your child likes to play with- once you know them give them to your child when you decide.
• Create a schedule with your child for them to follow and be sure to follow through. 
• Offer choices to the child to make them feel in control. 
• Ensure that all family members are following your decisions.
• When providing demands, always follow through with them even if you are required to complete hand over hand prompting. 
• Always provide reinforcement immediately after the demand or direction has been completed. 

How can you maintain your instructional control? 

• Remain in control- always maintain the reinforcer after the direction/ demand. 
• Restrict reinforcement when you need to and deliver on your terms. 
• Associate yourself with fun activities and reinforcement the child is more likely to want to play with you.  
• Demonstrate that not following directions will result in no access to the preferred reinforcer.  
• Always follow through with the direction or demand before giving reinforcement.  

References: 

• Meadows, T. (2013). Instructional Control: who’s the boss. I Love ABA!. Retrieved from: https://www.iloveaba.com/2013/01/instructional-control-whos-boss.html 
• Schramm, R. (2004). The 7 Steps. Retrieved from: https://knospe-aba.com/cms/us/aba-info/aba-articles/the-7-steps.html 

Would your child benefit from breaking down tasks/activities into smaller steps… then you may need a task analysis.  

Task analysis is the breakdown of a complex skill into smaller simpler steps, this involves sequencing the steps together in a chain (Cooper, Heron, Heward 2019).  

Task analysis can be used with the following activities and more: 

• Toothbrushing 
• Getting dressed 
• Washing hands 
• Making the bed 
• Getting on public transport 
• Chores  
• Using computer/iPad/video games 
• Playing a sport 

There are 3 types of task analysis: 

Total task chaining– is a variation of forward chaining and the steps will be taught together and you can prompt the steps that the child does not know how to complete.  

Forward chaining– is when the child will complete the first step independently and then the adult will complete the remainder of the steps of the sequence with the child. They will only be taught one sequence step at once.  

Backward chaining– all the steps in the sequence are completed with the adult and child except the last step where the child will complete this independently. Once mastered, the next to last step will then be taught until the sequence is complete.  

Example of a task analysis for teaching handwashing: 

Step 1- Turn on the tap  

Step 2- Wet hands 

Step 3- Get soap 

Step 4- Scrub 

Step 5- Rinse hands 

Step 6- Turn the water off 

Step 7- Dry hands 

How do you choose between the different types of task analysis? 

Total task can be used in the natural environment to teach the activity/task. Teaching using total task analysis requires the ability to sequence multiple-step together at one time.  

Forward chaining would be used if your child can already complete the steps at the beginning of the behavior sequence and it is a natural sequence of how you typically learn to sequence a task.  

Backward chaining would be used when they are motivated to complete the last step and receive reinforcement, and/or no skills are known with the task.  

Need some extra support with the sequence…. 

You could use a visual that outlines each step, the visual can have both words and/or pictures. This visual can replace your language and you can provide them with the visual to complete the steps and gesture to the visual 

Providing prompting during the sequence when your child cannot perform the step independently, may involve using hand over hand prompt, a demonstration prompt, a gestural prompt, or a verbal prompt to help your child complete the task.  

References: 

Cooper, J.O., Heron, T.E. & Heward, W.L. (2019). Applied Behavior analysis, 3rd ed. New jersey: Pearson