Early intervention is important, but this kind of teaching can also benefit older children. The program methodology, techniques, and curriculum can also be done in school.

ABA instruction is usually one-on-one, and the goal of most programs is to follow a “full-time” agenda of teaching – somewhere between 30 – 40 hours a week for early intervention (pending other service lines the child is currently receiving) and additional support at older ages depending on the number of deficits in the child’s repertoire.

There’s typically an emphasis on reinforcing appropriate replacement behavior and child engagement. The actual curriculum is individualized, but it generally covers language, social skills, self-help, fine and gross motor skills, play skills, and some academics. Strong family involvement in the program is a large contributor to success.

DTT is a systematic approach that presents instruction in a trial based, massed or interspersed instruction. Components of DTT involve instruction, child’s response, and reinforcement. This type of teaching methodology typically occurs in a more structured environment (desk or table) and length of teaching sessions increases gradually overtime when the child becomes more tolerant of working in this environment.

PRT is a more naturalistic form of early intervention developed by Drs. Robert and Lynn Koegel. This approach is more child directed, emphasizes task variation, interspersed of maintenance tasks, rewarding attempts, and the use of natural reinforcement. Following the child’s lead at times can provide greater motivation for the child to learn skills in their natural context and may help with generalizing these skills in other contexts.