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The Science Matters.
So Does the Person.
Good ABA requires understanding the learner in front of you, identifying what matters, paying close attention to how they respond, and changing what you’re doing when it isn’t working.
At Precision ABA, we combine behavior analysis and Precision Teaching with neuro-affirming, assent-based care and thoughtful clinical judgment to build teaching around the individual learner.
Humans first. Precision Teachers second. Behavior Analysts third.
Start With the Person
Good ABA requires understanding the learner in front of you, identifying what matters, paying close attention to how they respond, and changing what you’re doing when it isn’t working.
Our neuro-affirming, assent-based approach prioritizes autonomy, meaningful participation, and the learner’s right to communicate their preferences, including when they don’t want to participate. Goals are selected because they can improve the learner’s life, with an emphasis on skills that support communication, autonomy, participation, relationships, and quality of life.
That means teaching communication, self-advocacy, and choice alongside other skills, respecting sensory and regulatory needs, and continually asking whether what we’re working on is meaningful to the learner and their family.
Teaching With Precision
Good teaching starts with being clear about exactly what a learner is working toward. We define skills precisely, measure progress frequently, and use that information to make decisions about what to do next.
Precision Teaching helps us look beyond whether a learner can do something to how well they can do it. We consider fluency, accuracy, effort, and whether skills maintain over time and carry into new situations.
When progress isn’t happening, the answer isn’t simply more practice. We look at the skill itself, the way it’s being taught, what the learner may need first, and what we can change to make learning more successful.
Learning That Lasts Beyond Therapy
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Learning a skill in therapy is only useful if it shows up when and where a learner actually needs it. We pay attention to whether skills maintain over time, carry across people and environments, and become increasingly independent.
That might mean using communication with someone new, navigating a change in plans outside the center, solving a problem at school, advocating for a need at home, or using a skill without someone prompting them through it.
Our priority is for what children learn at Precision to become part of what they can do in their everyday lives.