The goal of ABA is to increase independence and fade out eventually. Otherwise, students will become dependent on adult support forever. (And we’ve seen this happen!)
However, how do you know when to fade ABA hours? How do you know when to fade from direct support from a classroom setting?
Our general rule is that when the student is learning from the group and from peers, it is time to fade. If the student is young, we typically let a VB MAPP or ABLLS-R guide us.
When a student is older, it can be more challenging to determine readiness.
1. Assess competency of instructor in the classroom. Usually, if you have a really strong teacher, you can fade faster than if the teacher does not have as much classroom management experience.
2. Create a list of goals with parents and the classroom teacher. Then work towards achieving those goals.
3. Once the predetermined goals are met, start fading out. Communicate with the classroom teacher that you will be stepping back (and out of the room) for longer and longer periods.
4. Train the classroom teacher – Show the teacher the visuals used, how to create schedules, reinforcement, etc. – Keep it as simple as possible as the classroom teacher has other students to teach as well.
5. Rehearsal and Feedback – when you step back allow the teacher to take over. Give feedback – mainly positive if possible.
6. Continue with instruction, modelling, rehearsal, and feedback until the teacher feels confident.
Attached for download are some miscellaneous documents that we’ve accumulated over the years.
Here’s some great examples of transition goals:
