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  • Applied Behavioural Analysis (ABA) Therapy including 1:1 services, small group, parent coaching, parent training and consultation 
  • Speech and Language Therapy 
  • Occupational Therapy 
  • Individual and Family Psychology Services 
  • Individual and Family Psychotherapy Services

ABA therapy services can work on the following areas:

  • Reducing challenging behaviour
  • Communication skills
  • Self-regulation
  • Adaptive living skills
  • Play and social skills
  • Academic and school readiness skills
  • Vocational skills
  • Toilet training
  • Sleep problems
  • Feeding concerns
  • Communication skills
  • Articulation 
  • Fluency 
  • Voice/Pitch
  • Adaptive environments to make them more functional for an individual
  • Teaching new skills or regaining previously acquired skills 
  • Learning new or alternative ways of completing tasks when a barrier impacts performance 
  • Selecting equipment to help support life tasks

It may be recommended that an SLP or OT works collaboratively with your ABA program to provide input and recommendations on a specific goal.

For example, the ABA team may be working on increasing the duration of attending to in-home virtual learning; the team consults with the OT and SLP to optimize the environment and increase the opportunities for learning skills. The OT may provide recommendations for equipment to help support in home learning (e.g. seat, technology equipment) and the SLP may support understanding instructions and questions to help the individual participate in group learning. The team can consult with one another and/or share information in order to support coordination of care and consistency across services.

Applied Behaviour Analysis (ABA) is:

  • a natural science that is interested in the relationship between the environment and behaviour
  • applies real science to real life 
  • is rich in research and evidence based practices 
  • can be used to increase socially significant behaviours 
  • can be used to decrease interfering/challenging behaviours that impact an individual’s quality of life.

ABA uses evidence based practices to support individuals. There is a large body of research that supports positive outcomes for individuals with autism and their families. 

Did you know: ABA is focused on human behaviour so it can be applied to any environment where behaviour happens! This includes education, pediatrics, gerontology, disabilities, rehabilitation, addictions, organizational management, and so much more!   

Examples of how ABA can be applied in these settings:

  • ABA can be used to teach a child how to read and write
  • ABA can be used to increase employee’s compliance with health and safety procedures 
  • ABA can be used to help an individual take their medication regularly
  • Increase skills across domains including communication, social, play, academic, gross motor, fine motor, vocational, domestic/life skills 
  • Decrease behaviours that affect safety and health as well as those that interfere with opportunities for learning and developing relationships 
  1. Assessment: Assessments begin the process to determine the areas of need/areas of strength 
    1. Assessments are used as “benchmarks” 
    2. These are tools that help determine what skills the child currently has/does not have in their repertoire 
    3. Some are normed based (compare the individual against their peers) or are skill based (only scores on the observed behaviour) 
  2. Planning/Goal Setting: Specific and individualized goals are selected after the assessment and a plan is developed
  3. Treatment:The individual and/or family will receive individualized teaching in any of the following formats
    1. 1:1
    2. Small Group
    3. Parent coaching/training 
  4. Supervision: The goals will be monitored on an ongoing basis for a set period of time 

Depending on the type of assessment selected, assessments can take anywhere from 20h+ to complete. Assessments are typically completed across multiple days. Focused ABA program assessments may require less hours to assess.

A few questions to consider if ABA is working:

  • Does the behaviour change make a positive impact on you and/or your child’s life? In your family life?
  • Are you/Is your child learning skills that increase independence? 
  • Are you/Is your child less of a risk to themselves and others than in the past? 
  • Are you/Is your family learning to manage behaviours at home? In other environments?
  • Are you/Is your child demonstrating the skills they have learned in other environments?

ABA can be used to increase socially significant skills and/or decrease undesired behaviours. Socially significant goals means those that will keep your child safe and healthy, help them become as independent as possible and ultimately achieve a good quality of life. It is important that your ABA team works with you to understand your family values and cultural background to determine what goals are important to the family unit. 

It is important to understand the qualifications and training of the ABA professionals working with you and/or your child. The Behavior Analyst Certification Board (BACB) is an internationally recognized regulatory body that certifies and governs qualified professionals in behavior analysis. 

The BACB governs the following credentials:

  • Board Certified Behavior Analyst Doctoral (BCBA-D)
    • Professional with PhD 
    • May supervise the work of BCaBAs, RBTs, and other professionals who implement behavior-analytic services
    • Must pass the certification exam and requirements 
  • Board Certified Behavior Analyst (BCBA) 
    • Masters level professional
    • May supervise the work of BCaBAs, RBTs, and other professionals who implement behavior-analytic services
    • Must pass the certification exam and requirements 
  • Board Certified Assistant Behavior Analyst Doctor (BCaBA)
    • Graduate level professional
    • May supervise the work of BCaBAs, RBTs, and other professionals who implement behavior-analytic services
    • Must be supervised by a BCBA and/or BCBA-D
    • Must pass the certification exam and requirements 
  • Registered Behavior Technician (RBT)
    • Must be supervised by a BCaBA, BCBA and/or BCBA-D
    • Must pass the certification exam and requirements 

The BACB has a registry that lists all qualified professionals and can be found here

Because of the lack of a regulating body and titled restrictions, there are many different names for ABA professionals in Ontario. These include:

  • ABA consultant 
  • Behaviour consultant
  • Senior Therapist/Instructor Therapists
  • Senior Behaviour Therapist/Behaviour Therapists
  • Behaviour technicians 
  • Behaviour facilitators 
  • ABA therapist

It is always important to determine the level of qualification as well as experience in the field. 

Check out our staff qualifications here.

It could be. Some private health insurance companies may have specific Applied Behavior Analysis coverage. An alternative option is to use an “Other health spending account” which some private health insurance plans may include. 

Contact us for information on public and private funding options that you may qualify for.

The Ontario Autism Program is a provincial wide service and supports funding through the Ministry of Children, Community and Social Services (MCCSS). The program funds children (0-18) diagnosed with Autism Spectrum Disorder. In order to be eligible for the OAP:

  • The child must be under age 18
  • The child must currently live in Ontario, however does not need to have permanent residency or citizenship 
  • The child have a written diagnosis of autism from a qualified professional (which include the child’s full name, date of birth, date of assessment, statement indicating that the child meets the diagnostic criteria for ASD and the qualified professioanl’s name and credentials)

Ontario Autism Program (2018)

This funding model was designed to support children 0-18+. Funding was set up as needs-based and determined by a clinical supervisor on a case by case basis. This model is no longer applicable to new applicants. Individuals who are currently funded by the OAP program can continue to do so until they formally transition to the NEW Ontario Autism Program (Planned for 2021). 

Funding allocation: Children 0-18 are funded up to $55 per hour; total hours are recommended on a case by case basis

Who determines funding: Clinical supervisors from independent agencies after individual has been approved for funding through MCCS

Eligible Services: ABA therapy, Consultation with third-party professionals, Assessments, Planning/Goal Setting,Team Meetings, Parent, Training/Coaching

Type of model:Needs based, Direct service option (DSO) meaning funds are handled by the provider directly or Direct funding (DFO), meaning clients receive funds and pay providers 

OAP Guidelines
OAP Clinical Attestation Form
OAP Budget Form 

Childhood Budget (2019) 

The Childhood Budget was designed to eliminate the growing waitlist for autism funding in Ontario. The Childhood Budget was initially income based, but was later revised to ensure that all children were funded. The model is currently being phased out by the new Ontario Autism Program. 

Funding allocation: Children aged 0-5 receive $20,000/ Children aged 6-18 receive $5,000

Who determines funding: After individual has been approved for funding through MCCSS, family is provided funds based on age

Eligible Services: ABA therapy,Occupational Therapy, Speech and Language Therapy, Travel, Equipment, Materials

Type of model:Age Based, Direct funding (DFO)

Childhood Budget Application
Childhood Budget Expense Form

One Time Funding (2019) 

The Interim One Time Funding was designed to support families who were on the waitlist for autism services (not receiving former OAP or Childhood Budget). 

The OTF follows the same guidelines as the Childhood Budget. 

Information on the model can be found here

NEW Ontario Autism Program (April 2021) Core Services:The MCCSS is rolling out a new Ontario Autism Program with 5 areas of funding available for any child (0-18) diagnosed with autism in Ontario  The new OAP is designed to be client centered and needs based

  • The 5 funding streams include:
    • Core clinical services that include Applied Behaviour Analysis, speech language pathology,occupational therapy and mental health services;

Funding allocation: Children 0-9 up to $65,000/Children 10-14 up to $41,400/Children 15-18 up to $31,900

Who determines funding: MCCSS designated care coordinators after individual has been approved for funding through MCCSS

Eligible Services: ABA, speech language pathology, occupational therapy and mental health services

Type of model:Needs and Age Based, Direct funding (DFO)

Information on the model can be found here

The OAP provider list is provided by Autism Ontario, and serves as a directory for qualified professionals who are able to supervise approved services and supports under the Ministry of Children, Community and Social Services (MCCSS) Ontario Autism Funding. Providers must be qualified and approved by Autism Ontario to be on this list.

The number of hours recommended is based on both the number of hours per week. According to the Behavior Analysts Certification Board (BACB) 10-25 hours per week is considered Focused ABA, and 25-40 hours per week is considered Comprehensive ABA.

The number of hours recommended is a clinical recommendation based on individualized needs. Indirect and direct assessments help the clinical supervisor make a recommendation regarding hours.

  • The clinical team will make recommendations regarding the location for your child’s services
  • Service location is selected based on your family’s goals and your child’s areas of need
  • For example, if a family’s primary goals involve toilet training, hygiene and dressing skills the clinical team will likely make a recommendation for in-home services as this is the environment in which the child will be performing these skills.
  • This depends on the recommendations from the clinical team and your child’s ability to benefit from services in this setting. For example, if your child is struggling with transitions between daycare activities and turn-taking with peers, receiving ABA services in a daycare setting may be appropriate.
  • It is important to ensure that the chosen environment aligns with selected goals for service and will provide opportunities for us to work on these goals frequently 
  • Many schools and daycare centres have strict policies on external professionals providing services within these settings so this is another factor to consider.
  • Following an assessment, the clinical team will develop a Behaviour Plan. This document summarizes your child’s goals for ABA therapy services.
  • Parent involvement is a vital component of ABA services. Parents are encouraged to frequently observe sessions and participate in other parent involvement activities (e.g. progress reviews, parent trainings)
  • All clients have parent communication logs which are updated after each session.
  • Each school board has a different process for exemptions, however individuals who are receiving therapeutic purposes are often exempted from school attendance
  • It is recommended that you communicate with your school team prior to making any commitment

Early intervention is key. If you have concerns regarding your child’s development, it is best that you get a professional opinion from a qualified practitioner who has undergone specific diagnostic training.

There are both private and publicly funded options for obtaining a diagnosis. We can directly guide families to private and qualified psychologists with experience in diagnostics. The psychologist will provide further details regarding the diagnostic process however we can connect you directly to services.

For publicly funded options please see the Ministry of Children, Community and Social Services diagnostic hubs.

  • Individualized Education Plan (IEP) support
  • Transition support (e.g. entering new schools, entering the school system, entering elementary to highschool or highschool to other programs)
  • Identification, Placement and Review Committee (IPRC) support
  • Case Conference Meeting Support
  • Placement selection support
  • School observations/in-centre observations with school support staff

We work hard to build partnerships within our community to help support our families in need. This includes finding organizations within our community that offer financial assistance to help support therapy, recreational leisure facilities to make sure our families take the time to self-care, financial support networks to make sure our families have the resources to be successful, and more! Ask us about our community partners!


  • The work space should have a table and two chairs and a variety of toys or preferred activities
  • The environment should safe, clean and free from distraction (e.g. preferred toys) and hazards
  • A responsible adult (e.g. parent, caregiver) must be available and accessible throughout the session. A parent should be available to observe and participate in session on a regular basis
  • This will depend on your child’s programming. If your child is working on skills related to social skills (e.g. turn-taking, social play), the therapist may recommend that the sibling joins for part of the session. 
  • This involvement should be structured and supervised by an available family member in case the learner’s sibling requires support or redirection during this time.


  • The following are required for virtual sessions: access to wifi, access to computer and/or iPad/tablet, access to quiet/private workspace, well lit environment, dangerous/hazardous items out of reach, and restricted access to reinforcers
  • A parent or family member should be available and accessible to assist the learner as required during the session
  • During an initial assessment meeting with a clinical team member, they will assess your child’s ability to participate in 1:1 virtual ABA therapy services 
  • The clinical team will assess whether your child demonstrates certain prerequisite skills that are required for successful participation in a 1:1 model of virtual services as outlined by The Council of Autism Service Providers (CASP, 2020). 
  • Examples of important prerequisite skills include the ability to attend to a therapist on scream, the ability to follow 1-step instructions, the ability to sit at a computer/tablet for 8-10 mins and low levels of challenging behaviour that can be easily managed by caregivers.
  • If the team determines that a 1:1 virtual model is not suitable, they will discuss alternative options with you including virtual parent training and virtual parent coaching


At Always Connected Treatment Network, we strive to create a welcoming environment where families and individuals are able to find the information they need.

If we do not have the answers, we will provide direction on where to find them!

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