Progress happens at school, too

By: Cristina Martínez M.B.A, M.S, BCBA, LBA Coauthor: Ariadna Martin MS

One of the greatest hopes parents have when their child begins ABA therapy is simple: "I hope they can do this at school, too".

Whether it is asking for help, following directions, waiting their turn, or joining classmates during play, the real goal is never for a skill to stay inside a therapy session. The goal, as we have mentioned before, is for it to become part of a child's everyday life.

Sometimes that happens quickly. Other times, parents notice something surprising: a skill their child uses confidently with their therapist seems to disappear at school.

There is a reason for that:

Learning a skill and using it in different places are two different steps. A child may know how to do something but still need time and practice before they feel comfortable doing it with different adults, classmates, or in a busy classroom filled with distractions.

Think about learning to drive. Practicing in an empty parking lot feels very different from driving through city traffic for the first time. The skill is the same, but the environment changes everything. Children experience something very similar.

This is why ABA places so much importance on generalization. Generalization means helping children use the skills they learn across different people, places, and situations, not just during therapy.

School is one of the best places for that learning to happen. Every school day offers opportunities to communicate, solve problems, work with others, adapt to changes, follow routines, and become more independent. These are the moments where therapy begins to connect with real life.

That connection grows even stronger when families, teachers, and the ABA team work together. A teacher sharing what worked during the school day, a parent practicing a routine at home, or a therapist adjusting strategies based on classroom experiences can all help children feel more successful across settings. Small conversations between adults often lead to big changes for a child.

Parents play an important role as well. Talking about the school day, encouraging independence during daily routines, and celebrating small successes all help children build confidence. Progress does not always require extra practice, it often grows through everyday experiences.

It is also worth remembering that progress at school is not measured only by academics. Sometimes it looks like asking a teacher for help instead of becoming frustrated. Sometimes it is raising a hand before speaking, joining a group activity, recovering more quickly after a disappointment, or trying something that once felt difficult.

These moments may seem small, but they represent something much bigger. They are signs that learning is becoming part of everyday life. And when that happens, therapy has accomplished its greatest purpose: not simply teaching a skill, but helping a child use it to connect, participate, and thrive beyond the therapy room.