ABA Resource Guide for Parents

Written by: Ibrahim Abdelrahman, QASP-S

Section 1: Resources That Support Reinforcement Techniques at Home

Understanding Reinforcement in ABA
In ABA therapy, reinforcement is a powerful and scientifically supported technique used to shape
and strengthen behavior. By focusing on rewarding desired behaviors, parents can help create a
more supportive, motivating, and consistent environment that promotes positive behavior
change.
When used effectively at home, reinforcement:
• Builds a positive parent–child relationship
• Encourages emotional and behavioral growth
• Promotes daily cooperation and success
Types of Reinforcement:
There are two main types of reinforcement in ABA:
1. Positive Reinforcement (adding something pleasant)
Adding a preferred or rewarding item immediately after the desired behavior to increase the
likelihood of it happening again.
Examples:
• Verbal praise: “Great job putting your toys away!”
• Tangibles: Stickers, tokens, toys
• Edibles: Small snacks, preferred treats
• Activities: Extra screen time, a trip to the park
2. Negative Reinforcement (removing something unpleasant)
Removing an unwanted or aversive stimulus after a desired behavior to encourage that behavior
in the future.
Examples:
• Allowing a break after completing homework
• Skipping leaning your room after cooperation
Note: Negative reinforcement is not the same as punishment. It increases behavior by removing
something aversive—not by applying something unpleasant.

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Other Behavior Strategies:
Extinction: Withholding reinforcement for a previously reinforced behavior, causing that
behavior to decrease over time.
Examples:
• Ignoring a tantrum when attention is the motivator
• Not giving a toy when the child screams for it
Punishment: Applying a consequence to reduce the occurrence of a behavior.
Punishment also has 2 types based on adding or removing something (positive or negative)
Examples:
• Losing screen time or toys (response cost)
• Time-out from play for a short period
These strategies should be used under professional guidance and always using with
reinforcement of appropriate behaviors.
Important Note for Parents:
These strategies occur after a behavior they are consequences.
As soon as the child exhibits a behavior, apply a consequence:
• To increase a behavior, use reinforcement
• To decrease a behavior, use extinction or punishment

Section 2: Understanding the Role of Extinction & Parental Involvement

Types of Extinction Techniques Based on Behavior Function
Always consult with a behavior analyst before using extinction to ensure the function of the
behavior is correctly identified.
1. Attention Extinction: If the child acts out to gain attention, the parent should avoid
reacting to the behavior.
2. Escape Extinction: When the child shows behaviors to avoid a task, the task should still
be completed no matter the behavior.
3. Tangible Extinction: If the behavior is to gain access to an item, that item is not given
when the behavior occurs.
4. Sensory Extinction: If the behavior is automatically reinforcing (e.g., spinning), provide
alternative sensory input that does not reinforce the undesired behavior.

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Your Role as a Parent in the Extinction Process:
• Extinction should only be implemented with your consent and guidance from a behavior
analyst.
• Consistency is key. Don’t give in when the behavior escalates.
• “If caregivers sometimes reinforce the behavior, extinction may not be successful”.
Key Signs Extinction is Working:
• Extinction burst: Behavior may temporarily increase before it decreases
• Spontaneous recovery: The behavior might reappear briefly after it’s been reduced.
Remain consistent the behavior will fade again.

Section 3: Incidental Teaching

What is Incidental Teaching?
Incidental Teaching is a naturalistic strategy used in ABA where learning opportunities are
embedded within a child’s everyday routines, play, and interests. It is child-led and occurs in the
natural environment, making it more meaningful and generalizable for the child.
Goal: To teach important skills in the same context where they will naturally be used—helping
children generalize learning across people, places, and situations.
How to implant it:
1. Follow the Child’s Lead
Observe what the child is interested in during natural play or routines. Use these interests
as opportunities to teach.
Example: If the child is playing with a toy bus and you want to work on colors, don’t
bring out unrelated flashcards. Instead, incorporate color labeling into the bus play (e.g.,
“This is a red bus! Let’s pick the blue person!”).
2. Gain the Child’s Attention
Before giving a direction or prompt, ensure the child is attending. Without attention,
learning is unlikely to occur.
3. Environmental Arrangement
Arrange materials so that the adult can control access to preferred items, allowing natural
opportunities for prompting communication and interaction (e.g., placing toys slightly out
of reach).
4. Time Delay
After prompting or offering an opportunity, pause and wait. Give the child time to
process and respond independently before giving help.

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 5. Model the Correct Response
Use modeling to show the desired behavior—say the word, point, or gesture. Then pause
with an expectant look to encourage imitation.
6. Contingent Reinforcement
Only provide access to the preferred item/activity after the child attempts or demonstrates
the desired behavior. This ensures the behavior is being reinforced effectively.
7. Repetition
Children need many opportunities to practice new skills. Early on, this may happen in
quick succession. As skills improve, practice becomes more spread out across daily
routines to promote independence and generalization.
Examples at Home

Situation What to Teach

During lunch or
Requesting (“I want juice”), labeling (“apple”)
snack

While playing with

Colors, counting, turn-taking
blocks

Following instructions (“Put on your socks”), body part labeling (“arm,”

Getting dressed
“leg”), self-help routines

use everyday moments as teaching tools without needing structured lessons.

Section 4: Supporting Therapeutic Interventions

Parents play a critical role in maintaining and generalizing the skills taught during therapy.
Behavioral Challenges & Communication:
Working on communication often leads to a reduction in challenging behaviors. Here's how you
can help:
• Encourage your child to request items using words, gestures, or visuals. Communication
isn’t only verbal—it may include signs, pictures (like PECS), or pointing.
• Model functional language during everyday routines (e.g., “Open,” “Help,” “More,”
“Play,” “Break,” “Stop,” “Wait”).
• Pause before giving an item to create opportunities for your child to independently
communicate what they want.
Example: If your child wants water, wait and prompt: “Say ‘water’” or show them the PECS
card before giving it.

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Play & Social Skills:
• Set up short, structured playtimes at home (with siblings, cousins, or parents). Practice:
o Turn-taking
o Imitation using toys
o Pretend/imaginative play
o Parallel and cooperative play
• Reinforce any appropriate social interaction with praise or preferred items.
Daily Living Skills:
• Involve your child in simple daily tasks such as: Brushing teeth, Getting dressed, Feeding
themselves
• Let them do small steps, based on what they are physically or developmentally capable
of.
• Use visual prompts or hand over hand guidance. Gradually fade support as your child
learns.
• Reinforce success with specific praise: “Great job trying to put on your pants”
Behavior Reduction Plans:
Recommended Responses:
• Stay calm and consistent
• Do not give in to problem behavior
• Gently follow through with the original instruction
What NOT to Do:
• Excessively spoil or indulge
• Give in to tantrums to avoid meltdowns
• Avoid demands entirely just to “keep the peace”
Instead:
• Respond without reinforcing the behavior
• Ask yourself: “Why did this behavior happen?”
• Always follow through with simple instructions like “What is this?”
Think Like a Behavior Analyst:

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Use the ABC model to understand behavior:
• A – Antecedent: What happened right before the behavior?
• B – Behavior: What exactly did the child do?
• C – Consequence: What happened immediately after? What did they get or avoid?
Track ABC Data using a notebook or template (see Section 5). Share detailed observations with
your therapy team.

Section 5: Materials, Tools, and Resources for Home & Therapy Support
National Resources:

• Autism Speaks – www.autismspeaks.org

Resources for diagnosis, treatment, toolkits, and advocacy.
• BACB (Behavior Analyst Certification Board) – www.bacb.com
Credentialing body for behavior analysts. Includes ethical guidelines and BCBA listings.
• QABA Board (Qualified Applied Behavior Analysis Credentialing Board) –
www.qababoard.com
Certifies mid-level and entry-level professionals in ABA globally, including QASP-S and
ABAT.
• National Autism Center – www.nationalautismcenter.org
Evidence-based treatment resources and research publications.
• The Autism Helper – www.theautismhelper.com
Free classroom visuals, social stories, and behavior strategy downloads.
• VB-MAPP Official Site – www.vb-mapp.com
Access to the VB-MAPP assessment tool and training resources for language and social
skill development.

Local Resources (Saudi Arabia):

• Prince Mohammad Bin Salman Autism Center – Riyadh

A leading autism center providing ABA, speech therapy, diagnostic assessments, and
individualized education plans. Website: https://pmc-autism.org.sa
• Saudi Autism Society – Jeddah
Provides national advocacy, awareness, and family support services.
Website: https://www.autism.org.sa
• Tamkeen Developmental Services – Riyadh
Specializes in early intervention, parent training
• Riyadh Autism Center – Riyadh
Provides full ABA programming, communication therapy, school readiness, and family
workshops.

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 • Al-Tamayoz Center for Autism (Excellence Autism Center) – Riyadh
Offers ABA therapy, communication support, and individualized education programs.
Instagram: @altamayoz_autism
• Ability Center for Special Needs – Riyadh
Comprehensive support including ABA, sensory integration, communication therapy,
and visual tools. Website: https://abilitycenter.com.sa

Materials & Printable Resources:

• Teachers Pay Teachers : Download ABA visuals, token boards, PECS® sets, social
stories, and behavior charts.
• Twinkl : Printable schedules, reward charts, visual routines, and Arabic-language
materials.
• LessonPix : Create custom PECS style cards, choice boards, and token systems.
• Boardmaker: Professional tool for making AAC boards, visual schedules, and core
word sets.
• Do2Learn: Free visuals for routines, emotions, behavior cues, and schedules.
• Autism Little Learners: Social stories and visuals for toddlers and preschoolers with
ASD.
• Autism Little Learners – ABC Templates
• Teachers Pay Teachers – ABC Data Forms
• [Do2Learn – Behavior Tracking Tools