What to Expect From an ABA Assessment and Early Therapy

Starting something new for your child can bring hope, questions, and a few butterflies. What will the assessment look like? What if your child needs time to warm up? Will you have a say in their goals?

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At Behavioral Perspective (BPI), we believe meaningful support begins with getting to know your child: their interests, strengths, communication, and the everyday experiences that matter to your family.

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An ABA assessment helps a Board Certified Behavior Analyst (BCBA) understand your child’s skills and support needs through caregiver conversations, observation, and assessment activities. The first few weeks of therapy focus on building a relationship, becoming familiar with routines, and beginning individualized goals. The pace is different for every autistic child, and that’s okay.

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You don’t need to have every answer before getting started. Here’s what you can expect and how your clinical team will support you along the way.

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What is an ABA assessment?

An ABA assessment is an evaluation that helps determine whether applied behavior analysis services are a good fit for your child and guides treatment planning. At BPI, a BCBA completes an initial assessment and recommends services based on each learner’s needs.

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This is different from an autism diagnostic evaluation. An ABA assessment focuses on therapy planning. It does not replace an evaluation to determine whether a child is autistic.

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Learn more about ABA therapy at BPI.

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Caregiver Conversations: Sharing the everyday picture

You know details about your child that an appointment alone can’t capture. Maybe they love making up stories with toy animals, communicate most comfortably at home, or need extra time when a favorite activity ends.

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Your BCBA will want to hear about questions like:

• What does your child enjoy, and what are their strengths?
• How do they communicate choices, discomfort, or a need for help?
• Which routines feel comfortable, and which are difficult?
• What helps when they feel overwhelmed?
• What would you most like support with at home or in the community?
• Are there health concerns, sensory preferences, or other services the team should know about?

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You don’t need clinical language to explain your priorities. “I want my child to be able to tell us when they need a break” is a great starting point.

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Share successes, too. Knowing what already works helps us understand your child more fully.

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Observation: Getting to know how your child learns

Your BCBA will observe your child during play, interaction, and selected activities, using assessment tools as appropriate. What this looks like depends on your child’s age, communication, and needs.

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For example, an activity with blocks can show how your child chooses materials, asks for assistance, or invites someone to join them. A familiar routine can show which steps they complete independently and where support is useful.

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There is no pass or fail. Your child doesn’t need to demonstrate every skill perfectly or arrive knowing how to participate in therapy.

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If the visit looks different from a typical day, let your BCBA know. You might say, “She usually asks for that at home,” or “He didn’t sleep well last night.” That context is valuable, and your BCBA will factor in the skills and needs that weren’t visible during the appointment.

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Goal Selection: Connecting therapy to real life

Assessment findings guide your child’s specific treatment goals. Your family’s priorities and your child’s interests are part of that conversation from the start.

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Think about what a useful change would look like in an ordinary moment. Here are a few examples you might discuss with your BCBA:

• Communicating a need: Asking for help opening a favorite activity
• Having a voice in routines: Communicating “break,” “stop,” or a choice
• Building independence: Completing another step of handwashing
• Enjoying play with others: Joining a preferred shared activity
• Navigating transitions: Using a predictable routine to move between activities

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These are conversation starters, not a standard goal list. Goals are built around what matters for your child and respect how they communicate.

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Before treatment begins, your BCBA will walk you through why each goal is a priority, how it will be taught, what progress will look like, and how your child’s willingness to participate and need for breaks will be recognized. If anything is unclear, just ask.

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Your BCBA will also explain the recommended therapy hours and setting. Together, you’ll discuss how the schedule fits with school, other services, family life, and rest.

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The First Sessions: Building comfort and connection

At BPI, the initial phase of clinic-based ABA therapy emphasizes rapport building and exploring the environment. That means giving the therapist and your child time to get to know one another.

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Early sessions often include discovering favorite toys, sharing enjoyable activities, and becoming familiar with the space. A therapist joining your child in a favorite game may look simple, but building a comfortable relationship is meaningful work.

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You may hear the term pairing, which describes connecting time with the therapist to positive, enjoyable experiences.

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For a child who loves pretend cooking, an early interaction might involve choosing play food together. For another learner, it might begin with a book or an activity they prefer to explore quietly.

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Visit our clinic-based ABA therapy page to learn more about BPI’s approach.

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The Next Few Weeks: Introducing learning and adjusting support

As your child becomes more familiar with the team, therapy introduces opportunities to practice individualized skills. Relationship building continues alongside learning.

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A session might include practicing a request during play or working on a small part of an everyday routine. Activities and support reflect each learner’s needs rather than a fixed week-by-week schedule.

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Your clinical team will keep you updated on what they’re earning about your child, including:

• Which activities are helping them engage
• How breaks and choices are offered
• What support helps them participate comfortably
• Whether any goals or teaching approaches are being adjusted

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If your child seems distressed, unusually tired, or reluctant to attend, let your BCBA know right away. Your clinical team will look at what may be contributing and adjust support. You never need to wait for a progress meeting to raise a concern.

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Caregiver Involvement: Keeping the conversation going

Caregiver involvement is a key part of helping skills carry into everyday life. Through Caregiver Consultations, your clinical team will model strategies, answer questions, and share resources that fit your family’s routines.

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Bring practical questions like, “How can we support this communication goal while playing together?” or “Can you show me what to do when my child asks for help?”

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Let us know whether a strategy feels manageable, and share changes you notice at home, including skills that show up in one setting but are still difficult in another.

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The goal is to make support useful in daily life. Your feedback helps the team understand what’s working outside sessions.

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How can I prepare for the assessment and first day?

A short list can help you feel organized:

• Ask which records and forms the team needs.
• Write down a few priorities and questions.
• Share allergies, health needs, sensory preferences, and safety concerns.
• Explain how your child communicates, including any communication device.
• Ask about comfort items, supplies, arrival, and pickup.
• Confirm how and when you’ll receive updates.

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There’s no need to rehearse assessment activities. Focus on sharing information that helps the team welcome and understand your child.

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Frequently asked questions about ABA assessments and early therapy

How long does an ABA assessment take?
The length depends on the assessment approach and the autistic child’s needs. Your team will let you know whether caregiver conversations, observation, and feedback happen in one appointment or across multiple visits, and how much time to reserve.

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What if my child is shy or does not participate?
That’s completely okay. Let your BCBA know what helps your child feel comfortable and whether the visit reflects their usual behavior. Breaks, familiar activities, and additional observation are all options. One unfamiliar interaction doesn’t tell your child’s whole story.

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Can I be involved in my child’s ABA therapy goals?
Absolutely. Share your priorities, and your BCBA will explain proposed goals in everyday language. You’ll understand what each goal is intended to help your child do and have opportunities to discuss any concerns.

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How soon will I see progress?
There’s no guaranteed timeline. Early changes may be subtle, and learning can look different across activities and settings. Small wins count, though! A first request for help or a smoother transition can be a meaningful step. Your team tracks progress, adjusts teaching approaches as needed, and reviews results with you regularly.

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Will therapy start immediately after the assessment?
Not necessarily. The treatment plan, any required insurance authorization, scheduling, and service availability can affect the start date. BPI’s New Client Liaisons will walk you through the next steps for your family.

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Starting ABA therapy with BPI in Illinois or South Austin

BPI supports families through clinics in Aurora, Oswego, Yorkville, West Chicago, Crystal Lake, Champaign, Springfield, Danville, and Glen Carbon, Illinois, as well as South Austin, Texas.

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Explore BPI’s clinic locations and contact our team to discuss services and current availability near you.

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Starting therapy is a chance to build a partnership around your child. Bring your questions, share what makes them unique, and tell us what meaningful support looks like for your family. We can’t wait to meet you!

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Ready to learn more? Call BPI at (224) 760-4279 or complete our Get Started form.