What Is an IEP and How Does ABA Therapy Connect to It?
If your child is approaching school age or is already in school and receiving special education services, you have probably encountered the term IEP. For families navigating both ABA therapy and the school system, understanding how these two things connect can make a significant difference in how well your child is supported.
For more on how we support children through school transitions at Westside, visit our ABA therapy at Westside page.
What an IEP Is
An IEP stands for Individualized Education Program. It is a legally binding document developed by a team that includes school staff and the child’s parents, and it outlines the specific educational goals, services, accommodations, and supports that a child with a disability will receive in school.1
IEPs are required for children with disabilities who receive special education services under the Individuals with Disabilities Education Act, or IDEA. For children with autism, an IEP is often the primary document guiding their educational experience.
The IEP process involves an evaluation of the child, a meeting with the school team, and the development of specific goals that are reviewed and updated at least annually.
“The IEP is one of the most powerful legal tools available to families of children with disabilities. When it is built well, with meaningful goals, appropriate services, and genuine family input, it can function as a true roadmap for a child’s educational development.”
— Dr. Geraldine Dawson, PhD, Director, Duke Center for Autism and Brain Development 2
How ABA Therapy and IEPs Overlap
ABA therapy and an IEP both involve individualized goals, data collection, and progress monitoring. In many cases, the skills a child is working on in ABA therapy directly support the goals outlined in their IEP.3
For example, a child whose IEP includes goals around following classroom instructions, participating in group activities, and using communication supports will likely be working on closely related skills in ABA therapy. When both systems are aligned, progress in one tends to support progress in the other.
The Importance of Communication Between ABA Providers and Schools
One of the biggest challenges families face is when their ABA provider and their child’s school are operating independently, without sharing information. The family ends up in the middle, trying to relay observations and strategies between two teams that are not talking to each other.4
At Westside, we work to eliminate that problem by coordinating directly with schools when it is relevant to a child’s care. That means sharing clinical information that helps the school team understand the child better, and receiving information from the school that helps us understand what is happening in that setting.
“When ABA providers and school teams share data, align on goals, and communicate regularly, children benefit from a coherent plan rather than fragmented services. The coordination itself is an intervention.”
— Dr. Connie Kasari, PhD, Professor of Human Development and Psychology, UCLA5
How to Get the Most Out of Both
If your child is in ABA therapy and also has an IEP, a few things can help both work better together. Share your child’s IEP goals with your BCBA so they understand what the school is working toward. Share your child’s ABA treatment plan with the school team so they understand what strategies are being used in therapy.6
Request that your ABA provider participate in IEP meetings when possible. A BCBA can offer valuable clinical perspective and help ensure that the goals and strategies in the IEP are consistent with what is being done in therapy.
When these two systems work together, children do not have to navigate a gap between what happens at school and what happens in therapy. They experience something much more useful: a consistent, coordinated approach to their growth.
For a full overview of how we support children through school transitions at Westside, visit our ABA therapy at Westside page.
Clinically verified by Morgan Pawula, Board Certified Behavior Analyst, Westside Children’s Therapy
- Individuals with Disabilities Education Act (IDEA). 20 U.S.C. § 1400. U.S. Department of Education, 2004.
- Citation: Dawson, G., et al., Randomized Controlled Trial of an Intervention for Toddlers with Autism: The Early Start Denver Model, Pediatrics, 2010
- Steinbrenner, J.R., et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism. FPG Child Development Institute, UNC Chapel Hill, 2020.
- Behavior Analyst Certification Board. Ethics Code for Behavior Analysts. BACB, 2020.
- Citation: Kasari, C., et al., Making Sense of Interventions for Children with Autism, Journal of Child Psychology and Psychiatry, 2014
- Cooper, J.O., Heron, T.E., & Heward, W.L. Applied Behavior Analysis, 3rd ed. Pearson, 2020.
