When considering early intervention options for children with autism, families often compare in-clinic ABA (Applied Behavior Analysis) services with public school-based programs such as LAUSD’s Preschool for All Learners (PALs) and Transitional Kindergarten (TK). Each approach offers unique benefits. Below is a detailed comparison that may clarify some of the distinctions.
For children with Autism Spectrum Disorder (ASD) or other related orders who require intensive, individualized intervention, in-clinic ABA can help with foundational skills, before transitioning to a more traditional classroom.
Since children are not legally required to attend school until the age of 6, in-clinic ABA services might be the best way to set your child up for success.
It is strongly encouraged that you reach out to your district and ask for information of their education programs that can be offered to your child(ren).
Also please refer to the Broad Developmental Milestone Chart created by B.I.G. Solutions to use as a general and broad guide.
Take our brief School Readiness Quiz to determine if your child is ready for school.
Learn more about our L.E.A.P.S: Learning Early ABA Pre-readiness School-Skills
- Highly Structured, Individualized Therapy
- Clinic-based ABA provides a controlled, distraction-free environment where interventions are meticulously planned and tailored to each child’s needs, overseen by Board Certified Behavior Analysts (BCBAs).
- Sessions focus on measurable behavioral, social, and communication goals, with frequent data collection and program adjustments.
- Intensive Skill Development
- Children often master skills at a faster rate in clinic settings, with studies showing higher rates of learning and skill acquisition per hour compared to home or less structured environments.
- Emphasis is placed on foundational skills such as communication, behavioral self-regulation, and social interaction.
- Preparation for School Settings
- Many clinics simulate school-like routines, including group activities, turn-taking, and following classroom-like directions, to help children transition successfully to traditional classrooms.
- Peer Interaction and Social Skills Practice
- Clinics provide structured opportunities for children to practice social skills with peers, such as sharing, cooperative play, and group participation, which are critical for children with autism.
- Multidisciplinary Collaboration
- Collaboration with other professionals (e.g., speech and occupational therapists) enables coordinated care and more comprehensive intervention.
- Convenience and Consistency
- Regularly scheduled sessions in a dedicated setting allow for consistency and predictability, which can be especially beneficial for children with autism
- Public School-Based, Inclusive Setting
- Local public schools have a special day program within elementary schools, serving children with a range of disabilities, including autism.
- Classrooms are staffed by a credentialed special education teacher and two assistants, maintaining a maximum adult-to-child ratio of 1:5.
- Universal Design and Peer Integration
- The program uses a universal design model to create developmentally appropriate classrooms, with regular opportunities for interaction with typically developing peers.
- Focus on Early Exit from Special Education
- The goal is to maximize student achievement and increase the number of children who can transition out of special education before kindergarten.
- Fixed Schedule and Group Instruction
- Classes run 4.5 hours per day, five days a week, emphasizing group activities, routines, and exposure to a broader curriculum.
- Instruction is less individualized than ABA, as teachers must address the needs of a group of students with varying abilities.
|
Feature/Benefit |
In-Clinic ABA Services |
Public Pre-School Program |
Transitional Kindergarten (TK) |
| Level of Individualization |
High (1:1 or small group, BCBA-led) |
Moderate (small group, special ed focus) |
Low (general ed, larger class size) |
| Therapy Intensity |
Intensive, data-driven, frequent |
Moderate, group-based |
Low, academic and social focus |
| Peer Interaction |
Structured, targeted social skills |
Integrated with typical peers |
General classroom socialization |
| School Readiness |
Explicit preparation, routines, skills |
Emphasis on transition to Kindergarten |
General readiness, less specialized |
| Multidisciplinary Team |
Coordinated care |
Limited, referrals as needed |
Not typical |
| Parent Involvement |
Frequent updates, training available |
Parent meetings, less direct involvement |
Varies |
| Eligibility |
Autism (or possibly other) diagnosis, insurance (private or medi-cal) |
Disability eligibility, IEP |
Age-based, general population |
- In-clinic ABA services offer the most intensive, individualized, and clinically supervised intervention for children with autism, focusing on rapid skill acquisition, school readiness, and social development in a structured environment.
- Public Pre-School program provides a supportive, inclusive special education classroom with opportunities for peer interaction and early academic exposure, but with less individualized attention and intensity than ABA.
- Transitional Kindergarten (TK) is a general education program focused on school readiness for all children, with limited support for children with autism unless supplemented by additional services.
For children with autism who require intensive, individualized intervention, in-clinic ABA is often considered the gold standard, especially for building foundational skills before transitioning to less specialized educational settings. Since children are not legally required to attend school until the age of 6, in-clinic ABA services might be the best way to set your child up for success.
Take our brief School Readiness Quiz to determine if your child is ready for school.