Applied Behavior Analysis (ABA) therapy is one of the most researched and widely used approaches for helping individuals, especially those with autism spectrum disorder (ASD), build meaningful skills and reduce challenging behaviors. Despite its evidence-based roots, ABA is often misunderstood. Misinformation spreads easily, and that can lead to hesitation or fear, especially for parents looking to support their children.

Let’s clear the air and break down some of the most common myths about ABA therapy, backed by real research.

Myth #1: ABA Is One-Size-Fits-All

The truth: ABA is customized for each individual.

There’s no “standard” ABA program that gets used with every child. A Board Certified Behavior Analyst (BCBA) designs a treatment plan after assessing the individual’s unique strengths, needs, preferences, and goals. For one child, that might mean learning to request toys. For another, it could be toilet training or managing anxiety.

Dr. Connie Wong conducted a research study to identify evidence-based, focused intervention practices for children and youth with ASD. She found and reported that effective ABA programs are “individualized, developmentally appropriate, and family-centered.” Family involvement is key, and no two programs look the same.  At STEPS Behavioral Health, we do just that.  Each family meets with a BCBA during an initial assessment.  The BCBA takes the time to interview, observe, and work with the child and then creates an individualized treatment plan.  Throughout treatment, the plan is re-evaluated and tweaked as your child develops.

Myth #2: ABA is Too Rigid and Robotic

The truth: Modern ABA is highly individualized and flexible.

This myth often stems from outdated depictions of ABA that focus on repetitive, table-based instruction (sometimes referred to as “discrete trial training”). Structured teaching still has its place, but today’s approach to ABA is much broader and dynamic. Modern ABA uses a variety of naturalistic and play-based strategies that are engaging and fun for children.

In her research, Dr. Laura Schreibman, a distinguished professor and autism researcher, explains, “naturalistic developmental behavioral interventions [a type of ABA] promote learning through play and child-led interaction, which helps children generalize skills to real-life situations.” This type of ABA emphasizes motivation, flexibility, and responsiveness, not rigidity.

 

Myth #3: ABA is Just About Punishment

The truth: Positive reinforcement is the cornerstone of ABA.

Yes, early behaviorism — especially in the mid-20th century — sometimes relied on aversive techniques, but modern ABA has evolved tremendously. Today’s ABA focuses primarily on positive reinforcement—rewarding desired behaviors to increase the likelihood that they happen again. Positive reinforcement revolves around shaping socially significant behaviors, while “punishment” is simply a procedure.

When considering a client’s treatment plan, ethical practice is a major focus. The Behavior Analyst Certification Board outlines strict ethical guidelines for practitioners, and reputable ABA programs avoid punishment entirely or use it only in rare, ethically justified situations when safety is at risk, and only after less intrusive methods have failed.

Myth #4: ABA Turns Kids into “Robots”

The truth: ABA helps kids become more independent and expressive, not less.

This myth likely comes from seeing children repeating phrases or behaviors over and over again during sessions. What many don’t realize is that these repetitions are part of how we practice skills. Think about how we learn to play a piano piece or shoot a basketball—it takes practice.

The goal of ABA is to help individuals become more functional, independent, and socially engaged. Skills like communication, social interaction, and self-regulation are often core targets. Research shows that ABA helps increase spontaneous language and social initiations, not robotic responses.

Myth #5: ABA is Only for Kids with Autism

The truth: ABA is beneficial for anyone looking to change behavior, not just autistic children.

While ABA gained popularity through its success with individuals on the autism spectrum, its principles are used in many different settings: education, business, healthcare, sports, and more. In fact, studies have shown that ABA strategies are often effectively used to help people quit bad habits like smoking, improve workplace performance, lose weight, and more.

ABA is about understanding behavior.  What causes it, what maintains it, and how to change it in positive, socially meaningful ways. That applies to people of all ages and abilities.

Myth #6: ABA Suppresses Personality or Emotions

The truth: ABA seeks to empower, not control.

Some critics argue that ABA forces individuals to “act normal” or hide their true selves. While this critique may have roots in older practices, it does not reflect modern, ethical ABA. Today’s ABA focuses on teaching skills that help individuals access what they want—whether that’s a toy, a friend, or the ability to say “no.”

One of the goals of our ABA practices is to emphasize the client’s autonomy. We believe that therapy should be a collaborative process, so our clients are encouraged to have a say in their goals, and we regularly seek their consent to make sure they feel comfortable and heard. At STEPS, we take a neuroaffirming approach, which means we don’t aim to change who someone is by getting rid of or masking their natural behaviors or identities. Instead, we help them build skills and confidence to thrive in a world that doesn’t always make space for neurodiversity.

Final Thoughts

ABA therapy is a field that has and continues to evolve through science, feedback, and ethical reflection. At its best, ABA is compassionate, individualized, and empowering. The most effective programs are those that involve the person receiving services and their family in every step of the journey, which is why collaboration is such a big focus at STEPS Behavioral Health.

By understanding what ABA really is—and what it isn’t—we can make better choices for our kids, our clients, and our communities.

 

Works Cited

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., … & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428.

Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., … & Weiss, M. J. (2016). Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders, 46(2), 720–731.

Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., … & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

Najdowski, A. C., et al. (2022). Assent and assent withdrawal in applied behavior analysis: Current practices and future directions. Behavior Analysis in Practice, 15(2), 617–627.