Our Approach
Side by Side ABA Therapy begins each course of treatment by establishing a positive, trusting relationship between the clinician and the child, a process commonly referred to as pairing or rapport building. During this phase, clinicians engage with the child’s preferred activities and become associated with access to enjoyable experiences before introducing instructional demands.
This approach reflects a well-documented principle: learners engage more consistently, and exhibit fewer escape-maintained behaviors, when the instructional environment is predictably reinforcing. Rapport building does not replace skill acquisition; rather, it establishes the conditions under which skill acquisition is most effective.
Consistent with current best practice, our clinicians assess the function of challenging behavior before intervening, prioritize positive reinforcement, and teach functional communication as a replacement for problem behavior.
Supporting Evidence
- Lugo et al. (2017) developed and evaluated procedures for measuring and improving therapist–child rapport in early intervention, demonstrating that rapport can be operationally defined and systematically trained.
- Hanley et al. (2014) found that a practical functional assessment followed by individualized, skill-based treatment produced socially meaningful reductions in problem behavior across clinic and home settings, with outcomes validated by caregivers.
- Rajaraman et al. (2022) outlined the application of trauma-informed care principles, including safety, trustworthiness, choice, and collaboration, to behavior-analytic practice.
- Leaf et al. (2022) reviewed prominent concerns regarding ABA-based intervention and offered recommendations for contemporary, client-centered practice.
References
- Lugo, A. M., King, M. L., Lamphere, J. C., & McArdle, P. E. (2017). Developing procedures to improve therapist–child rapport in early intervention. Behavior Analysis in Practice, 10. pmc.ncbi.nlm.nih.gov/articles/PMC5711732/
- Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1). doi.org/10.1002/jaba.106
- Rajaraman, A., Austin, J. L., Gover, H. C., Cammilleri, A. P., Donnelly, D. R., & Hanley, G. P. (2022). Toward trauma-informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40–61. doi.org/10.1002/jaba.881
- Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., et al. (2022). Concerns about ABA-based intervention: An evaluation and recommendations. Journal of Autism and Developmental Disorders. pmc.ncbi.nlm.nih.gov/articles/PMC9114057/
This information is provided for general educational purposes and does not constitute medical or clinical advice. Each child’s treatment plan is developed by a Board Certified Behavior Analyst following an individualized assessment. For questions, contact info@sidebysideabatherapy.com.