Intensive ABA Intervention

Autism Partnership UK promotes comprehensive ABA intervention designed to meet the individual needs of each child we serve. Our programmes are developed for each individual child to teach the critical foundation skills necessary for long-term success. Our organisation is devoted to enhancing overall quality of life through intervention focused upon the development of improved social interaction, play and leisure skills, meaningful communication, classroom readiness, peer relationships and improved independence. Progress is achieved through the use of specialised teaching techniques, training and support for families and a focus on teaching and improving appropriate behaviours.

We provide services for children with an Autism Spectrum Disorder who are undertaking an intensive ABA programme. A typical programme comprises of 15-30 hours per week of one-to-one instruction, depending on the child’s age, individual needs and school placement.

Our individualised programmes look at each child in an holistic way, making sure that we teach all the necessary skills for successful development. Skill areas can include, but are not limited to:

  • Learning how to learn
  • Learning via observation of others
  • Language and communication skills
  • Social skills (from basic to advanced)
  • Play & leisure skills
  • Conversational skills
  • Imagination and creativity
  • Independence
  • Sibling interaction and other family relationships
  • Cognitive/academic skills
  • Motor skills
  • School/pre-school readiness skills
  • Emotional awareness and regulation
  • Self-help and daily living skills
  • Community skills
  • Organisational skills
  • Self-awareness and self-evaluation
  • Perspective-taking skills
  • Safety
  • Generalisation of these skills across settings & setting events

All skills are taught using research-based teaching techniques to ensure that the student is learning at the maximal rate. Sessions are initially conducted in a one-to-one format, although small-group teaching and/or structured play-dates are included as soon as appropriate. Depending on each child’s needs, recommendations will also be made for different group programmes and school integration.

One-to-one teaching sessions can be provided by either Autism Partnership UK Programme Specialists, independently-hired therapists, or a combination of these. Programme Specialists conduct one-to-one or group intervention sessions designed to teach behaviour, learning how to learn, communication, cognitive, play, social and self-help skills. Applied Behaviour Analysis (ABA) techniques are utilised during all interventions. Important behavioural goals are targeted, including reduction of stereotyped patterns of behaviour, increasing tolerance, coping with stress and eliminating challenging behaviour. If necessary, Programme Specialists provide shadow support to children while they attend nursery, school or activities in the community.

Programme Specialists offer direct one-to-one intervention that ranges in frequency throughout the week. Sessions take place at our therapy centres in Leeds and London, or at the child’s home or school.

Therapy sessions are overseen by Programme Supervisors/Consultants who provide assessment and programme development. They monitor progress and make necessary refinements in the child’s curriculum and programme plan. Programme Supervisors/Consultants supervise and assist staff and parents with proper programme implementation. They support all team members and parents in becoming a “behavioural specialist” for the child. Programme Supervisors/Consultants are also involved in working with classroom staff, data analysis, report writing, the creation of Education, Health and Care Plans (EHCPs) and facilitating a team approach with schools.

Regular supervision sessions of an average of 12 hours per month are conducted to ensure changes to a child’s programme can be made as soon as the need arises, additional teaching programmes can be added where necessary and a high level of consistency can be achieved between all involved in the implementation of the programme. In addition, up to 3 hours per month of parent support is provided to give parents the skills to successfully manage challenging and maladaptive behaviour and maximise the child’s learning while at home outside of formal therapy time.

Director level consultations are arranged 2-3 times per year for the intervention team – i.e. for the family and school staff to discuss the child’s progress, current areas of concern and to review short and long-term objectives. The Consultant will provide evaluation, programme development and modification and behavioural observations. The consultation session may also include a practical demonstration of teaching programmes.



As soon as a parent has concerns that their child is showing signs consistent with a diagnosis of ASD we are ready to meet with your child. Following a free consultation with one of our Consultants and a recommendation of the level of provision, the child is ready to begin sessions. Regardless of when the child is diagnosed, intervention should begin as soon as possible to start to reduce the developmental gap between the child and their peers. Services can be provided for adolescents and adults, as well as young children and are appropriate for children at all levels of functioning. The teaching techniques used and the types of skills targeted will vary depending on the age and needs of the student.


Session Duration / Times 

Typically, a session is 3 hours in duration; this depends on several factors which include the child’s age, the child’s needs and the schedules of Programme Specialist service times in your local area. Session times are typically 9-12 am, 1-4 pm and 4-6 pm  in both locations.  Each session will include breaks and play times for the child. 


Session Location 

Services can be provided in our therapy centres in Leeds and London, in a nursery/school placement, at the child’s home or in various community locations. The location of services should be discussed before your child begins a programme, as recommendations will vary depending on the student’s individual needs.