As the New Year hits and rolls on, many of us strive to stay consistent with the goals we set on January 1st. The expectation is set from the moment the ball drops: a fresh start, a reset, a chance to do things “better.” However, that day and that moment are simply a change in date.
There is a screaming expectation that multiple changes can, and must, happen quickly. By February, you are expected to be “better” than you ever once were, whatever that means for you. The rush to continue reinventing yourself continues.
The field of Applied Behavior Analysis (ABA) is no different. Every year, it sets new goals and resolutions with promises to “do better” and “be better” as a field. While ABA continues to strive to improve upon its past, it is important to note that its past is not as far away as some may feel.
The science behind Applied Behavior Analysis has roots in behaviorism from the 1920s, when Ivan Pavlov discovered classical conditioning, demonstrating how dogs could learn to salivate to the sound of a bell alone. No food! It was groundbreaking and famous (ring a bell, anyone? A little joke for the ABA enthusiasts reading).
From there, B.F. Skinner, in the 1930s, introduced operant conditioning, discovering that organisms can, and certainly do, learn through reinforcement and punishment. He used rats and pigeons mostly. However, it wasn’t until the 1960s that Dr. Ole Ivar Lovaas began applying the science of ABA to the treatment of individuals with autism.
According to this timeline, the field of ABA is about 60 years old—like a Baby Boomer, for comparison. Yet within that relatively short lifespan, and especially in recent years, the field has faced intense scrutiny and criticism from experts, families of neurodivergent individuals, and most importantly, neurodivergent individuals themselves.
The fear and caution surrounding ABA is, and continues to be, that the field is prone to forgetting the human experience. That an intense focus on behavior, compliance, and skill-building can forgo the importance of individuality and difference. For many years, ABA focused strictly on what society deemed “normal” and “functional,” and for nearly 60 years, left out the very community it aims to serve: individuals with autism and their families.
As the field continues to grow, it would be remiss to continue leaving those individuals out of their own treatment and the treatment of their peers. Knowing this, the field has begun to shift toward valuing and respecting the individuality of those we serve. As a result, many practitioners have created smaller subsets of practice, such as (but never limited to) trauma-informed ABA, compassionate ABA, values-based ABA, neurodiversity-affirming ABA, and more.
My hope is that one day, good ABA will simply be called ABA without the need for additional labels because the field will naturally encompass these values regardless of what it is called. My hope is also that the Autistic community will see that we, as a field, are listening and that we are committed to doing better.
It is my belief that neurodiversity-affirming care is crucial to the future of ABA.
Neurodiversity-affirming care is a supportive approach that views neurological differences (such as autism, ADHD, and dyslexia) as natural human variations rather than deficits in need of fixing. It focuses on empowering individuals by respecting their unique strengths, communication styles, and goals, rather than forcing conformity to “neurotypical” standards. This approach emphasizes autonomy, self-advocacy, and accommodations that allow neurodivergent individuals to thrive in their own way through strength-based, inclusive practices.
This framework will carry my practice into the new year, alongside the many resolutions I am committed to upholding. I hope it might carry yours too.
To my fellow clinicians and behavior technicians: these are resolutions that can be made from your first session with a client to your last. To parents, if this sounds like a practice you can get behind, look for programs and professionals who prioritize neurodiversity-affirming care. And to neurodivergent individuals: we are listening, we value your voices, and we will continue to listen as we strive to do better.
As we move into 2026, intention must turn into action. Neurodiversity-affirming care is not just a philosophy—it is something we practice daily through the choices we make, the language we use, and the goals we prioritize. The following resolutions are commitments I am choosing to uphold in my practice this year and beyond.
Neurodiversity-Affirming Resolutions for 2026
I will focus on connection and regulation before compliance and expectation.
Focusing on connection and regulation first recognizes that learning cannot occur when an individual feels unsafe, overwhelmed, or dysregulated. When we prioritize trust, emotional safety, and co-regulation, we create the conditions where skills can develop naturally without forcing compliance.
I will prioritize a client’s interests and strengths (and accept that some interests might be very different from mine).
One of the greatest strengths of individuals with autism is the presence of highly specific and focused interests. While these interests may appear unusual or unfamiliar to others, they often provide immense comfort, regulation, and joy. Gone are the days of viewing behaviors like lining up cars as maladaptive—play, in all its forms, deserves to be respected and accepted.
I will focus on selecting goals that are meaningful to the client and not affected by societal norms or environmental pressures.
Goals should reflect what matters to the person we are serving, honoring their values, interests, and lived experience, rather than imposing what others consider “functional” or “normal.”
I will always provide choice and look for assent.
Assent means gaining the individual’s agreement or willingness to participate, even if they cannot provide formal consent. Prioritizing choice and assent ensures that interventions are collaborative, respectful, and honor the autonomy of the person we serve.
I will use language that is respectful and strength-based.
The words we choose shape how individuals experience themselves and how others perceive them. By avoiding deficit-focused or pathologizing language, and instead highlighting strengths and preferences, we foster respect, dignity, and empowerment in every interaction.
I will actively listen and learn from the Autistic and neurodivergent community.
The expertise of lived experience is invaluable. By listening, reflecting, and integrating feedback from neurodivergent individuals, we ensure our practices are relevant, ethical, and truly supportive, moving beyond assumptions to authentic understanding.
If you are a practitioner, a parent, or neurodivergent yourself, and these practices resonate with you, keep learning, keep reflecting, and keep applying these principles every day! As I continue to explore these ideas, follow along with this blog series: Neurodiversity-Affirming ABA in Practice, released monthly. Additionally, here is an article and a podcast by a neurodiversity-affirming pioneer in the field of ABA, Dr. Greg Hanley, for further learning.
Article: A Perspective on Today’s ABA from Dr. Hanley
Podcast: What is Today’s ABA? Session 160: A Q and A with Greg Hanley
Let us help you be the best advocate for your child. Reach out at acclaimautism.com
For more reading on this topic, please check out the following resources:
Lerner, M. D., Gurba, A. N., & Gassner, D. L. (2023). A framework for neurodiversity-affirming interventions for autistic individuals. Journal of consulting and clinical psychology, 91(9), 503–504. https://doi.org/10.1037/ccp0000839
Morris, E. K., Altus, D. E., & Smith, N. G. (2013). A study in the founding of applied behavior analysis through its publications. The Behavior analyst, 36(1), 73–107. https://doi.org/10.1007/BF03392293
(This blog offers general educational information and is not medical advice. Always consult your child’s clinicians for individualized recommendations.)
