Preparing to send your young child with autism off to school can be both exciting and overwhelming for a parent. You might wonder if they’ll be able to communicate their needs, make friends, follow classroom routines, or handle new challenges. The good news is that Applied Behavior Analysis (ABA) therapy – a proven, evidence-based approach – can build these critical skills in a warm and supportive way. In fact, research shows that getting therapeutic services early can make a big difference in a child’s development, helping them do well in social and educational settings. ABA therapy breaks big skills into small steps, uses positive reinforcement, and tailors teaching to each child’s needs. Below, we explore five key ways ABA therapy helps get your child ready to thrive in school, with practical techniques like Discrete Trial Training (DTT) and Natural Environment Teaching (NET) supporting each goal.
What is ABA? ABA is a behavioral treatment widely accepted by educators and healthcare professionals and used in many schools. It encourages desired behaviors (like speaking or sharing) and gently discourages undesired behaviors, to improve a variety of skills. ABA isn’t one-size-fits-all – Board Certified Behavior Analysts (BCBAs) design individualized programs for each child. Some teaching is highly structured (as in DTT), while other teaching occurs through play and daily activities (as in NET). This balanced approach means children learn skills in a focused way and then practice them in real-life situations, leading to meaningful progress. ABA is recognized as an evidence-based best practice for autism treatment, with numerous studies showing that intensive, long-term ABA can improve communication, social abilities, daily living skills and more. Most importantly, ABA therapy helps children build confidence and independence that set them up for success in school and in life.
A young child practices coloring and writing in a classroom. ABA therapy builds foundational “learning-to-learn” skills – like sitting, focusing, and following directions – so children with autism can participate meaningfully in classroom activities.
1. Building Communication and Language Skills
Communication is the cornerstone of school success. In a classroom, children need to ask for help, follow the teacher’s instructions, and share ideas with friends. ABA therapy places a big emphasis on improving these language and communication skills. Therapists start by assessing how your child currently communicates – whether through sounds, words, gestures, or assistive devices – and then create a plan to expand their abilities.
Discrete Trial Training (DTT) is often used to teach early communication skills in a structured way. DTT breaks learning into small, clear trials with repetition and rewards. For example, a therapist might use DTT to help a child learn new words or to practice saying “I need help.” The therapist gives a simple instruction or question, the child responds, and a positive reinforcement (like praise or a favorite item) rewards correct responses. This step-by-step practice helps children with autism rapidly build vocabulary, learn to imitate sounds or words, and form simple sentences. Studies have found DTT to be particularly effective for teaching children with autism, with extensive research supporting its use.
Natural Environment Teaching (NET) complements DTT by helping kids use their new communication skills in real-life situations. Rather than sitting at a desk doing drills, NET might involve the therapist and child playing on the floor or engaging in everyday routines. The therapist follows the child’s interests (for instance, playing with toy cars or having a snack) and weaves in learning opportunities. If the child reaches for a toy car, the therapist might prompt them to request it by pointing or using words – thereby teaching the power of communication in a natural context. NET is a more playful, child-led style of teaching, which keeps kids motivated and engaged. Crucially, this approach helps children generalize their skills: a child who learned to say “water” at the therapy table can also ask for water on the playground or at lunchtime.
Through these combined techniques, ABA therapy significantly improves both verbal and non-verbal communication, helping children learn to express their needs and understand others better. For example, a child might work on using words (or an iPad voice app) to greet a teacher, or on understanding simple classroom phrases like “line up” or “clean up.” Therapists also teach functional communication – skills like making requests, saying “all done” to exit an activity, or asking for a break instead of melting down. Using DTT, children practice these new words and phrases in a systematic way. Meanwhile, therapists use NET to create real-life opportunities for the child to apply those skills, such as during playtime or group activities, which promotes better understanding and confidence in using language with others. Over time, many parents see their children go from frustrated and quiet to far more expressive. They can raise their hand to ask a question, tell the teacher when they need something, and even chat a bit with peers – huge milestones for school readiness.
Evidence snapshot: ABA’s focus on communication is backed by research – intensive ABA programs have been shown to produce gains in language development for many children with autism. And the Centers for Disease Control and Prevention (CDC) notes that behavioral interventions like ABA have the strongest evidence base for autism, effectively improving skills like communication in educational settings. In short, ABA gives kids a voice, enabling them to participate in class and connect with others in ways that set the stage for learning.
2. Developing Social Skills and Peer Connections
Beyond academics, school is a social world. Children will be eating snack with classmates, playing on the playground, and working on group projects. For many kids with autism, social interactions can be challenging – they might not know how to join in play, take turns, or interpret others’ emotions. ABA therapy directly addresses these challenges by teaching social skills in a supportive, step-by-step manner. The goal is to help your child form meaningful peer connections and enjoy being part of the group.
In ABA programs, “social skills” is a broad area that can include everything from eye contact and greetings to sharing, turn-taking, and cooperative play. Therapists often use role-play and modeling (demonstrating an appropriate behavior) to show the child how to interact. For instance, using DTT, a therapist might practice a simple greeting routine with a child: Therapist says: “Hi, how are you?” Child learns to reply: “I’m fine, thank you.” This might be rewarded with a high-five or a favorite toy. Similarly, taking turns can be taught with structured practice – e.g. first the therapist rolls a ball, then the child does, each waiting for their turn, with praise for waiting nicely. Through repetition and positive reinforcement, children start to grasp these social rules and routines.
Crucially, ABA therapy doesn’t stop at drilled practice – it brings skills into real interactions. Using Natural Environment Teaching, therapists facilitate play dates or small group sessions with other children (when ready), so your child can practice sharing toys or playing games in a realistic setting. Many ABA clinics even simulate classroom environments or offer group therapy sessions where children practice group activities in a controlled, supportive atmosphere. For example, a few kids might gather for a pretend “circle time” where they sing songs together or listen to a story, learning how to sit together and participate. If your child is in home-based ABA therapy, the therapist might involve siblings or neighborhood kids in play to practice these skills naturally. This helps bridge the gap from therapy to the playground, so that the first day of school isn’t the first time your child tries these interactions.
North Carolina’s autism experts emphasize that high-quality early programs focus on building school readiness alongside other goals. This includes participation in group activities, cooperating with daily routines (like snack or circle time), transitioning between activities, and building relationships with peers. All of these are social skills in context. ABA therapists often create goals such as “Will play alongside a peer for 5 minutes” or “Will ask a peer to play”, and then use ABA strategies to make it happen. For example, they might use a prompt (a gentle cue) to encourage your child to say “Can I play too?” when joining a friend at a puzzle, then reinforce them with praise or a fun turn in the game for doing so.
Over time, these practiced interactions turn into genuine skills. Children learn how to make friends and be a friend – perhaps they start greeting classmates each morning, or learn to enjoy a simple game of tag at recess. They also learn to interpret social cues: ABA programs often include teaching kids to recognize facial expressions or body language. A therapist might use picture cards or role-play to show what a “happy” friend looks like versus a “sad” friend, so your child can start to understand how others feel. These abilities help children with autism connect more with peers. In fact, families often report that after ABA therapy, their child is more interested in others and better able to play cooperatively.
Evidence snapshot: Decades of ABA practice have shown improvements not just in language, but also in social functioning for children who receive early intensive intervention. Even in natural play, you may notice fewer solitary behaviors and more engagement with people. The Autism Society of NC notes that in clinic-based ABA for young kids, common targets are group participation, sharing, and “building relationships with peers and healthy boundaries” between self and others. All these translate to a child who can enter a classroom and be part of the community – making friends, learning with classmates, and feeling like they belong.
3. Learning to Follow Routines and Manage Transitions
One of the biggest adjustments in going to school is adapting to structure: there’s a schedule to follow, new routines, and many transitions (from circle time to play time, from classroom to cafeteria, etc.). Children with autism often thrive on predictability, and they can become upset by sudden changes or unclear expectations. ABA therapy prepares kids by teaching them how to follow routines, handle transitions calmly, and self-regulate their emotions in a school setting.
Classroom routines – such as sitting in a designated spot, cleaning up, or lining up at the door – can be unfamiliar to a young child who’s never been in school. ABA therapists tackle this by gradually training these routine-following skills. Through DTT, they might teach a child one step at a time: for example, “When the teacher says ‘cleanup time,’ first put one toy in the bin.” Once that step is mastered with prompting and rewards, they build up to cleaning up multiple items, and eventually doing so whenever asked. ABA uses visual supports like picture schedules and timers to help children understand routines. A therapist may create a visual schedule with pictures of “circle time,” “snack,” “playground,” etc., and practice following it in therapy sessions. Visual cues are powerful for kids with autism – as the TEACCH educational approach (developed here in North Carolina) notes, many children on the spectrum “thrive on consistency and visual learning”, so having routines written or drawn out can greatly improve their ability to transition and cooperate. By the time they start school, ABA-trained children often recognize common routine cues (like a bell or a cleanup song) and know what to do next, rather than feeling lost.
Transitions – moving from one activity or place to another – are another common hurdle. In ABA therapy, kids practice transitions in fun, supportive ways. A therapist might sing a simple transition song and have the child move from playtime on the floor to sitting at the table, reinforcing them for making the switch smoothly. They might also use countdowns or timers (e.g. “2 more minutes of iPad, then we switch to coloring”) to build the child’s tolerance for change. These strategies can later mirror what a teacher might do in class. For a child who struggles with leaving a preferred activity, ABA can introduce a reward system: “First puzzle, then swing,” teaching the concept of first/then, so the child learns that doing a less preferred task is followed by a preferred one. Over time, this reduces tantrums over transitions because the child understands what’s coming next and trusts that good things follow.
ABA also integrates self-regulation techniques for moments when a child feels overwhelmed. In therapy, children may be taught to request a break by handing a break card or using a word, rather than having a meltdown. This way, in a busy classroom if they start feeling frustrated, they have a tool to appropriately communicate their need. Therapists might use DTT to practice this skill (e.g. deliberately creating a mild frustration such as a difficult puzzle piece, then prompting the child to say “help” or “I need a break” and immediately honoring the request). In parallel, NET might involve identifying triggers in the child’s natural environment and coaching them through coping strategies right then and there For example, if loud noises upset the child, an ABA therapist in a home setting might practice covering ears or using headphones during a vacuum cleaner noise to simulate a fire drill alarm, pairing it with comfort and rewards for tolerance. This kind of preparation is incredibly helpful for school, where loud bells or crowded hallways could otherwise overwhelm an unprepared child.
Thanks to ABA’s focus on routines and coping skills, children become much more comfortable with the day-to-day flow of a classroom. Parents often find that morning and bedtime routines at home improve too – a bonus effect! A child who has learned to transition calmly between activities in therapy is less likely to throw a tantrum when it’s time to stop recess and come inside, or when the class shifts from math to music. They’ve learned that transitions are a normal part of the day and often come with clear signals and maybe even a fun reward. And if something unexpected happens (a substitute teacher, a schedule change), ABA has given them some tools – like asking for a break or using a calm-down strategy – to cope better than they would have before.
Evidence snapshot: The structure provided by ABA and similar educational strategies has been shown to help children with autism adapt to school environments. For instance, using consistent routines, visual schedules, and clear instructions leads to improved academic and behavioral outcomes. ABA is all about tracking progress and making data-driven adjustments, so therapists ensure a child can follow directions and manage changes at their own pace before upping the challenge. By the time school starts, ABA-prepared kids know what to expect and how to respond in a classroom setting, which means less anxiety for them (and for you as a parent!). One ABA provider describes success as “children handling the structured routines of a classroom with ease” – following rules, transitioning between activities, and managing emotions even in new settings. That kind of readiness makes the kindergarten transition much smoother for everyone.
4. Building Pre-Academic and “Learning-to-Learn” Skills
Every parent wonders: Will my child be able to learn and participate in class? ABA therapy lays the groundwork for academic learning by teaching “learning-to-learn” skills and even some early academic concepts in a way that fits your child’s needs. Think of learning-to-learn skills as the basic behaviors that make classroom learning possible: sitting in a chair, looking at the teacher, imitating actions, focusing on a task, and following simple instructions. These may not come naturally to a child with autism, but ABA can teach them explicitly and reward progress, so that your child is ready to absorb academics when the time comes.
Using DTT, therapists might start with very small goals – for example, teaching a child to attend to a task for a few seconds, then gradually for longer. They might practice eye contact or looking in the direction of a speaker using gentle prompts and praise. Even skills like pointing or matching objects (say, matching a picture of an apple to a real apple) can be taught through discrete trials, and these are important prerequisites for classroom learning (pointing helps a child show what they know, and matching is a precursor to identifying letters, numbers, etc.). ABA techniques also foster imitation skills – a therapist will encourage the child to copy simple actions (clapping hands, stacking a block) which is foundational for later copying how to solve a math problem or write a letter by watching the teacher. Each of these skills is taught systematically, reinforced, and revisited until your child can do them reliably. As a result, when they enter a classroom, they have the basic toolkit for learning: they can sit, pay attention in short bursts, respond when their name is called, and try to imitate what the teacher is demonstrating.
ABA therapy often incorporates pre-academic concepts into its programs, especially for preschool-aged children. During sessions, your child might learn to recognize colors, shapes, numbers, or letters in a fun, interactive way. For instance, a therapist could use DTT to teach the concept of color: Therapist holds up a red block and a blue block and asks, “Touch red.” If the child touches the red one, they get immediate praise or a small reward, reinforcing the learning of the word “red.” Over time, they’ll practice with many examples (red cup, red crayon, etc.) and then learn other colors, eventually being able to identify and say colors on their own. This method of breaking down academics into tiny bites can open up learning for kids with autism who might otherwise be overwhelmed by group instruction. Positive reinforcement is key – children get excited to learn when their efforts earn them hugs, high-fives, stickers, or whatever they find motivating. It turns learning into a rewarding game rather than a struggle.
Natural Environment Teaching comes into play here as well, ensuring that these new skills aren’t just rote responses but meaningful knowledge. If a child learns counting with DTT at the table, a therapist using NET might later count toy cars with the child while playing on the floor or count steps while climbing stairs, to show that numbers apply in real life. If they’re learning letters, the therapist might point out the first letter of the child’s name on their artwork during play. By embedding learning in everyday activities, ABA helps children generalize cognitive skills to real-world contexts, which is exactly what they’ll need in school (using their knowledge during class activities, not just in isolation).
Another critical set of skills under this category is problem-solving and persistence. ABA encourages even small steps in this direction: for example, teaching a child to ask for help when they’re stuck on a task (rather than giving up or melting down) or teaching them to try again if something doesn’t work the first time. These attitudes are nurtured by celebrating effort (“I love how you tried hard!”) and shaping behavior gently. A child who experiences success in ABA sessions – say, finally completing a five-piece puzzle after guided practice – gains confidence that they can learn new things. That confidence and the ability to attend, imitate, follow directions, and ask for help are arguably more important for kindergarten readiness than knowing all the ABCs. They set the stage for actual academics to flourish.
Evidence snapshot: Research on early intensive ABA has noted gains in intellectual functioning and learning skills among many children receiving therapy. ABA’s method of breaking down complex tasks into manageable steps is a big reason why – children aren’t overwhelmed, and they experience success step by step. One ABA clinic described pre-academic readiness as including “following directions, sitting attentively, and completing tasks,” all of which ABA can teach by using positive reinforcement and individualized pacing. By focusing on these fundamentals, ABA therapy creates learners. When your child can pay attention, cooperate, and communicate, they are ready to benefit from the teaching in school. Many parents find that when their child starts school after ABA therapy, teachers are impressed with how well the child can engage in class activities compared to where they might have been without that preparation. It’s truly laying a strong foundation for academic success.
5. Encouraging Independence and Self-Care Skills
Ultimately, one of the greatest gifts of ABA therapy is greater independence for your child. “School readiness” isn’t only about ABCs and 123s – it’s also about being able to do things more independently and adapt to being one of many children in a classroom. ABA helps kids learn to take care of themselves (as much as is age-appropriate) and manage their own behavior, so they don’t need an adult’s help for every little thing. This fosters confidence and self-sufficiency that will serve them not just in kindergarten but for a lifetime.
Self-care skills are a big focus in many ABA programs, especially for preschoolers. Therapists use techniques like task analysis (breaking a complex task into small steps) and chaining (teaching step by step, linking them together) to train children in daily living skills. For example, using DTT or a stepwise approach, an ABA therapist might teach a child how to wash their hands by first mastering turning on the faucet, then rubbing soap, then rinsing, and so on, each step rewarded until the whole chain is learned. They might do similar routines for toileting, dressing, or feeding skills (like zipping a coat, opening a lunchbox, or using a spoon). Being able to handle these basics at school means your child can participate more fully and confidently. Imagine your child being able to hang up their backpack, put on their own jacket for recess, or use the bathroom with minimal assistance – these are huge wins for independence. ABA makes it possible by patient teaching and lots of practice. In fact, self-care (e.g. toileting) is often one of the targeted skill areas in ABA programs, recognizing how crucial it is for a child’s autonomy and inclusion.
ABA therapy also works on reducing problem behaviors that might hinder a child’s independence or safety in school. If a child has frequent meltdowns, runs away (elopes), or has aggressive behaviors, they will likely require one-on-one adult supervision at all times. By addressing these behaviors, ABA helps children gain the freedom to participate more independently. Therapists analyze the triggers and purposes of a behavior and then teach alternative, more acceptable behaviors to meet the same needs. For example, if a child throws objects when frustrated, the therapist will teach them a replacement like asking for a break or using a calm-down strategy, and reinforce that heavily. As the challenging behaviors decrease, the child can handle more stimulation and demands without constant intervention. One of the core benefits of ABA is reducing disruptive behaviors by teaching more adaptive skills, which means by the time the child enters school, they are less likely to act out in ways that isolate them or require them to be removed from class. Instead, they can stay with their peers, follow the teacher’s instructions, and only require typical levels of support.
In addition, ABA promotes independence by encouraging choice-making and self-advocacy. Even a non-verbal child can be taught to make choices using pictures or a device – like choosing what activity to do or which color crayon to use. This may seem small, but it gives the child a sense of control over their world, reducing frustration and building self-confidence. An independent child is one who thinks “I can do it!” or at least “I can try,” instead of passively relying on adults for everything. ABA therapists cultivate that mindset by gradually increasing expectations and celebrating each success. They might shift from giving a prompt immediately to seeing if the child can initiate a skill on their own. For instance, once a child has learned how to pack up their backpack at the end of a session (with a visual checklist of “folder, lunchbox, jacket”), the therapist will start to step back and let the child do it by themselves, only helping if needed. This mirrors what will be expected in school – doing small tasks independently.
Natural Environment Teaching supports independence by ensuring the child can do these skills in the real world, not just in a contrived setting. A therapist might visit a preschool or community setting with the child to practice, say, waiting in line or buying a snack (with the child handing over a dollar themselves). If therapy is home-based, the therapist might involve the child in simple chores or self-help tasks around the house to build independence in their familiar environment. Because NET can involve parents and siblings, it also means the family learns how to encourage independence consistently. For example, parents learn to give the child a chance to put on their shoes instead of immediately doing it for them, using the same prompting and reinforcement techniques as the therapist. This consistency makes it more likely the child will carry over independent skills to school and other places.
The result of all these efforts is a child who is more self-reliant and confident. They walk into their classroom not as a baby who needs one-on-one assistance, but as a capable little student who can follow the routine, communicate their needs, and take care of themselves to a reasonable degree. Certainly, teachers and aides are there to help as needed, but your child will be able to do so much more on their own than they could before. From an educator’s perspective, this independence means your child can be included in typical activities and require less special attention, which often leads to more opportunities for learning and socializing. From a parent’s perspective, it’s heartwarming and hopeful to see your child gain skills that foster long-term success. As the CDC notes, interventions that improve daily functioning and self-care ultimately facilitate social and community engagement as children grow– in other words, by building independence now, ABA is paving the way for your child’s fuller participation in school and beyond.
Evidence snapshot: Long-term studies have observed that children in intensive ABA programs make gains in daily living skills (adaptive skills), which include things like self-care and independence in age-appropriate tasks. These improvements mean a higher likelihood of thriving in less restrictive environments (like mainstream classrooms). North Carolina has recognized the value of such outcomes – the state even mandates that many insurance plans cover ABA and other evidence-based autism treatments for children, underscoring how important these skills are for kids’ development. Every new skill your child masters – be it washing hands or managing their emotions – is a step toward greater independence. With ABA therapy, you’re not just preparing your child for the first day of school, you’re preparing them for a future where they can navigate the world more independently, with confidence and joy.
A therapist and child share a proud moment (fist bump) after the child accomplishes a task. ABA therapy celebrates progress with positive reinforcement, building up a child’s confidence and willingness to try new things. Over time, children gain the independence and self-esteem to participate fully in school life.
Your Next Step: Personalized Support in Wake Forest, NC
Starting school is a big milestone, and you don’t have to navigate it alone. Every child with autism is unique, and the team at ABCs of Learning in Wake Forest, NC is here to provide personalized ABA therapy support tailored to your child’s needs. As a local ABA therapy provider, we understand the resources and challenges specific to North Carolina families. Our program is led by certified professionals (including BCBAs – Board Certified Behavior Analysts) who are passionate about helping children achieve their fullest potential. From day one, we focus on what matters most to your family – whether it’s helping your child say their first words or teaching them how to make a friend – all with the warmth, hope, and encouragement that you and your child deserve.
Ready to take the next step? We invite you to reach out to ABCs of Learning for a free consultation or to ask any questions you have about ABA therapy. We’ll work with you to create an individualized plan that can include one-on-one therapy, small group interactions, parent training, and guidance on navigating resources (like insurance and school support services) in our area. Our goal is the same as yours: to set your child up for meaningful participation, social connection, and independence in school and in life. With ABA therapy’s proven techniques – from DTT drills that teach new skills to NET play that makes learning fun – we see children make incredible strides every day. It would be our honor to support your family on this journey.
Contact us today to learn how ABA therapy at ABCs of Learning can help your child step confidently into the classroom and flourish. With the right support, your little one can achieve big things – and the school years ahead can be filled with growth, friendship, and success!
Sources: The information above is supported by trusted organizations and research, including the Centers for Disease Control and Prevention (CDC) on early intervention and autism treatment, Autism Speaks on ABA’s effectiveness and techniques, and the Autism Society of North Carolina on school readiness skills, among others. These evidence-based insights underscore the impact of ABA in preparing children with autism for school. Parents in North Carolina can also take heart that autism therapies like ABA are recognized and covered by many insurers in our state. Above all, our firsthand experience at ABCs of Learning aligns with these findings – we have seen the hope and progress that ABA therapy brings to families every day. Let’s work together to make your child’s school journey a positive and successful one!