“Is ABA good or bad?”

I’ve been asked this question more times than I can count.

Sometimes it comes from parents who have just received their child’s autism diagnosis and are overwhelmed by the number of therapy options in front of them. Other times, it comes from families who have spent hours reading articles, watching videos, or scrolling through social media—only to find completely opposite opinions.

Some describe ABA as life-changing.

Others describe it as harmful.

As a behaviour analyst, I don’t think either perspective should be ignored.

Because the truth is more nuanced.

The question isn’t whether ABA is good or bad.

The real question is whether it is practised ethically, thoughtfully, and with the child’s best interests at its heart.

Beyond the Label

Applied Behavior Analysis, or ABA, is often introduced as a therapy for autism. While that’s true, I believe that description misses something important.

ABA is not a set of flashcards, reward charts, or therapy tables.

At its core, it is the science of understanding why behaviour happens and how people learn.

Every child is constantly learning from the world around them. ABA simply applies that understanding in a structured way to help children acquire skills that improve their everyday lives.

Those skills may include communicating wants and needs, learning to dress independently, joining a game with peers, coping with changes in routine, or staying safe in potentially dangerous situations.

The purpose should never be to change who a child is.

The purpose is to reduce the barriers that prevent them from participating in the life they want to live.

Is ABA Right for Every Child?

Before answering this question, it’s important to understand one common misconception.

ABA is not, in itself, an autism therapy.

Applied Behavior Analysis is a science—the scientific study of how behaviour is influenced by the environment and how learning takes place. Autism intervention is simply one of the many ways in which this science is applied.

In fact, the principles of ABA influence our everyday lives more than we often realise. Parents naturally use them when they praise a child for trying something new. Teachers use them when they break a difficult concept into smaller, manageable steps. Coaches use them to shape new skills through practice and feedback. Even adults use behavioural principles when building habits, staying motivated, or working toward personal goals.

The science is universal because learning is universal.

However, that does not mean everyone requires formal ABA therapy.

Just as understanding nutrition can help anyone make healthier choices without everyone needing to see a dietitian regularly, understanding behavioural principles can help families, educators, and individuals make everyday life a little easier. Sometimes, this may simply involve consultation, parent coaching, or learning practical strategies from a qualified professional.

Intensive ABA intervention, however, should be recommended based on an individual’s needs—not solely because they have an autism diagnosis.

A child may benefit from comprehensive ABA when they experience challenges that significantly affect their safety, communication, learning, independence, or participation in daily life. Others may benefit from focused intervention targeting a few specific goals, while some families may only need guidance to apply behavioural principles within their everyday routines.

The question, therefore, isn’t “Does this child have autism?”

The better question is “What support does this child and family need to improve their quality of life?”

When we shift our thinking in this way, ABA becomes less about delivering hours of therapy and more about applying a science thoughtfully, ethically, and only to the extent that it genuinely benefits the individual

Why Does ABA Have Such Different Reputations?

This is perhaps the most important conversation our profession needs to have.

It would be easy to dismiss criticism by saying that people simply misunderstand ABA.

I don’t think that’s entirely fair.

Some autistic adults have spoken openly about experiences where therapy focused heavily on compliance, discouraged harmless autistic behaviours, or prioritised appearing “normal” over feeling understood.

Those experiences deserve to be heard.

Acknowledging them doesn’t weaken the profession—it strengthens it. Every healthcare profession evolves, and behaviour analysis should be no different.

Another important factor, particularly in countries like India, is the variation in training and professional oversight.

Parents often ask whether they should simply look for a therapist with a certification. Professional credentials certainly matter—they indicate that an individual has met a defined standard of education and assessment. However, a certification should be viewed as the beginning of professional competence, not its final destination.

Good ABA is not determined by the letters after someone’s name alone. It is reflected in how they think, how they collaborate with families, how they individualise intervention, how they respond to ethical dilemmas, and whether they continue learning throughout their careers.

As the demand for autism services continues to grow, the number of professionals entering the field is also increasing. While this expansion is encouraging, it also highlights the need for consistent standards of practice, meaningful supervision, and systems that support accountability.

India has an incredible opportunity to strengthen the quality of autism services by developing robust professional frameworks that promote ethical practice, continuing education, transparent standards, and mechanisms to monitor the quality of care. Such systems would not only support professionals in maintaining high standards but would also help families make informed choices with greater confidence.

Ultimately, families deserve more than a certificate on a wall. They deserve professionals who combine scientific knowledge with clinical judgement, humility, compassion, and an unwavering commitment to improving each child’s quality of life

What Ethical ABA Looks Like

For me, ethical ABA starts with one simple question.

“Is this goal truly improving this child’s life?”

Not every difference needs to be changed.

Not every behaviour needs to be reduced.

Not every social expectation needs to become a therapy goal.

If a child flaps their hands when excited and it causes no harm, perhaps the behaviour itself isn’t the problem.

If a child avoids eye contact but communicates effectively and feels comfortable interacting with others, perhaps eye contact isn’t the skill that matters.

Ethical ABA asks us to look beyond appearances.

It asks us to understand function before intervention.

It reminds us that every behaviour is a form of communication, whether spoken or unspoken.

It also reminds us that children have preferences, emotions, boundaries, and dignity.

Our responsibility isn’t to gain compliance.

Our responsibility is to build trust.

The Most Powerful Tool Isn’t in Any Textbook

One lesson that years of clinical practice has taught me is this:

Science is essential.

But science alone isn’t enough.

Good behaviour analysts know how to collect data.

Great behaviour analysts also know when to put the clipboard down.

If a child didn’t sleep the night before…

If they’re anxious because they’re entering a new environment…

If they’re recovering from an illness…

Those factors matter just as much as the graph we are collecting.

Evidence-based practice isn’t about following protocols without question.

It’s about combining research, clinical expertise, and the lived experiences of the child and their family.

Sometimes the most important clinical skill isn’t knowing which procedure to use.

It’s knowing when not to use one.

That’s where empathy and common sense become just as important as science.

A Final Reflection

Parents often ask me,

“How do I know if this is good ABA?”

Over the years, I’ve realised there isn’t a simple checklist or a single answer. Instead, I encourage families to ask a different set of questions.

Does my child feel emotionally and physically safe?

Are they learning skills that genuinely make everyday life easier and more meaningful?

Does therapy respect who they are, while helping them overcome barriers that limit their independence and participation?

Are my family’s priorities and values reflected in the goals we are working towards?

Does the therapist take the time to understand my child—not just their behaviours, but their strengths, preferences, emotions, and unique way of experiencing the world?

And perhaps the most important question of all:

If we removed the data sheets, graphs, and therapy labels, would I still believe this intervention is helping my child live a better life?

Because good ABA isn’t defined by the number of hours delivered, the number of programmes completed, or the number of behaviours reduced.

Its success is reflected in outcomes that matter beyond the therapy room.

A child who can express their needs with greater confidence.

A family that feels empowered rather than overwhelmed.

A young person who has more opportunities to learn, connect, play, and participate in the world in ways that are meaningful to them.

At its best, ABA is not about changing who a child is.

It is about understanding how they learn, recognising what matters most to them and their family, and using science with compassion to create opportunities for growth.

Perhaps that is the standard every intervention—not just ABA—should strive for.

Not simply asking, “Did the child change?”

But asking, “Did this support help the child live a fuller, more meaningful life?”

Connect with Shilpa P Thangal: +91 9632460070