Parent Participation
Training is part of both Focused and Comprehensive ABA treatment models. Although parent and caregiver training is sometimes delivered as a stand-alone treatment, there are relatively few clients for whom this would be recommended as the sole or primary form of treatment. This is due to the severity and complexity of behavior problems and skill deficits that can accompany a diagnosis of  ASD.

Training of parents and other caregivers usually involves a systematic, individualized curriculum on the  basics of ABA.  It  is  common  for  treatment  plans  to  include  several  objective  and  measurable  goals for  parents  and other  caregivers. Training emphasizes  skills development and support so that caregivers become competent in implementing treatment protocols across critical environments. Training usually involves an individualized behavioral assessment, a case formulation, and then customized didactic presentations, modeling and demonstrations of the skill, and practice with in vivo support for each specific skill.  Ongoing activities involve supervision and coaching during implementation, problem- solving as issues arise, and support for implementation of strategies in new environments to ensure optimal gains and promote generalization and maintenance of therapeutic changes. Please note that such training is not accomplished by simply having the caregiver or guardian present during treatment implemented by a Behavior Technician.

The following are common areas for which caregivers often seek assistance. These are typically addressed in conjunction with a Focused or Comprehensive ABA treatment program.
Generalization of skills acquired in treatment settings into home and community settings
Treatment of co-occurring behavior disorders that risk the health and safety of the child or others in the 
        home or community settings, including reduction of self-injurious or aggressive behaviors against 
        siblings, caregivers, or others; establishment of replacement behaviors which are more effective, adaptive, 
        and appropriate
Adaptive skills training such as functional communication, participation in routines which help 
        maintain good health (for example, participation in dental and medical exams, feeding, sleep) including 
        target settings where it is critical that they occur
Contingency management to reduce stereotypic, ritualistic, or perseverative behaviors and functional 
        replacement behaviors as previously   described
Relationships  with family  members, such as developing appropriate play with    siblings