Booking now open for spring ABA Groups, Full Day ABA and 1-to-1 FBI

Which ABA group is right for my child? Navigating the ABA Step-System

FEBRUARY 19, 2025

ABA Group Therapy consists of a suite of services that offers children a structured, engaging place to learn important life skills. There are many benefits to choosing ABA Group Therapy, including the opportunity for your child to interact with peers, gain confidence in group settings, in a really fun learning environment! 

Reaching milestones with ABA Group Therapy 

Your child is unique and our ABA groups are designed with that in mind. We have a variety of different groups where children can focus on learning certain goals and skills. Through ABA Group Therapy, children can reach important milestones like:  

  • Learning to express themselves better
  • Developing increased interest in playing with others  
  • Recognizing their emotions and how to manage them more effectively

How do I know which ABA group is the right fit for my child

As our ABA Group Therapy is designed to meet the unique needs of a child as they grow and develop, it often works like a “step-system”—a series of developmental “steps” designed to support children and families through stages of growth. Based on strengths and skills, you can assess where your child would best fit within the step-system and which specialized ABA services would be most beneficial.

“Finding the right support is about understanding the right fit for your child.” – Dr. Nancy Freeman  

Dr. Nancy Freeman, Psychologist and Director of Core Autism Services, has been working with children with autism for over 35 years. She explains, “Children with more advanced skills may master their goals more quickly and move from one step to the next. Some who are earlier in their learning journey can be expected to benefit from continuing in a service for more than one session.  It’s very common. It’s all about what your child needs at their stage of development.” 

The ABA step-system, explained   

The step-system is a handy guide to help your family understand where your child’s skills are now and where they might go next. It is meant to support individualized progress and skill development in essential areas like communication, social skills, and emotional regulation.   

The step-system consists of five steps, with each step building on the previous one to develop foundational and advanced skills. Each of our ABA groups are categorized under a step to help you find and identify a service that best aligns with your child’s skill level and your goals for your child. From groups in Step 1, made to support early learners, to groups in Step 5, made to support more advanced learners, there is something for everyone!  

Learn more about what ABA groups are currently available here. 

Finding your place in the ABA step-system

Just as every child is unique, so is each family’s journey. Whether you are just starting out, somewhere in the middle, or straddling multiple steps, you can use the step-system to figure out your place. Here are some tips to help guide you:  

  • Match your child’s skills: compare your child’s communication and social skill level to the criteria of each step. 
  • Check the group goals: Explore the goals for each ABA group and how they might match your family’s goals for your child.
  • Notice progress: If your child has completed a group before, consider if they’d benefit from the opportunity to practice those skills more in a structured learning environment, or if they’re showing new skills at home or in other settings. This might mean they are ready to move to the next step.  
  • Connect with Surrey Place staff to help you! Join a Discover Your ABA Journey session, come by one of our in-person intake drop-in sessions or a SmartStart Hub for guidance and support.  

“Progress isn’t always a straight line, and that’s okay—every child’s developmental journey is unique!” – Dr. Nancy Freeman  

Where would Alex fit?

Let’s take for example, Alex.   

Alex is 8 years old. He loves animals, especially turtles. He can understand simple questions and expresses basic needs and wants. He can initiate short conversations and often uses simple 2 to 3-word sentences. A goal for him would be to learn how to interact and share with his peers. Given Alex’s strengths and skill level, he would be at a Step 3, and a group like “Social Stars” would be great to help build social skills like sharing and parallel play.

Does everyone need to start at step one?  

Absolutely not! If you’re unsure, we recommend you book a Discover Your ABA Journey session to work with a clinician to identify which program will help your child thrive! If you’re new to Surrey Place, but you evaluate your child at a certain step (ex., step five), you are welcome to register them for groups in that step without attending any of the earlier steps. 

What if my child fits between two steps?

We know your child’s skills and strengths might not always fall under one step. Your child might have skills in different areas and can hover between steps as they grow, learn and develop.   

In these cases, you will want to look at the recommendations made by your child’s most recent clinician. You may wish to repeat the current group to consolidate your child’s skills further, as goals can be adjusted to a better fit for your child.   

For children new to our services, you are more welcome to attend a Discover Your ABA Journey for guidance. You may also want to consider 1:1 FBI to work on goals not covered by the group curriculum.   

How to know when my child is ready to move on or not?  

Every child has their own mix of strengths, skills and areas where they need more development or support. That’s what makes every individual unique and special! Once enrolled in an ABA program, in some cases your child might pick up and attain skills quickly, and you might see them using what they’ve learned at home or outside. This could be a good indication that they’re ready to move on to the next step for their next service.   

In other cases, your child might be learning some new skills in the program but slower to obtain other aspects. That’s okay—it’s all part of the learning journey! If that’s the case, repeating a step or taking a prior step can be helpful. It gives them time to learn more and grow more confident before moving on.  

Learn about where your child might best fit with our ABA Group Therapy program map!

Is it okay to repeat steps?  

Absolutely! As Dr. Nancy Freeman tells us, it’s perfectly natural to repeat steps and enroll in ABA services more than once! It’s really about meeting where your child is at with the right services.   

Some children progress through steps more quickly, while many others may revisit the same step for deeper knowledge. Dr. Nancy Freeman says, “Some children make progress by learning skills more thoroughly over time, because every child’s developmental journey is unique. I’ve seen families choosing to have their child repeat steps or services to reinforce skills, address specific needs, or adapt to a child’s new stage of readiness. There’s lots of reasons and it’s all valid.”

Why are there so many ABA groups for step 4 and 5, but less options at other steps?  

At steps 1-3, we find that most children follow a pretty clear early learning trajectory, including:   

  • Establishing a communication system (including speech, picture exchange, sign language or other) by taking Functional Communication, 1-to-1 FBI or Full Day ABA services as many times as needed.  
  • Developing vocabulary in the newly established communication system by repeating Early to Intermediate Communication as many times as needed.   
  • Beginning to engage with peers in parallel play or sharing using their newly established communication system by repeating Social Stars as many times as needed or switching between Early to Intermediate Communication and Social Stars.  

Once a communication system and social skills are well established, the types of goals you may have for your child may begin to vary a lot more. Some questions to consider when considering goals include:  

  • Will my child benefit most from learning to use the communication system to explain their feelings? (ex., Take a Deep Breath) 
  • Does my child need to understand their peers, learning to read facial expressions and body language? (ex., Social Time)  
  • Would my child benefit most from advancing their communication system and working on 2-way reciprocal conversation? (ex., Conversion Club)  

You can see how the number of groups and goals start to branch out once foundational skills are established.   

All part of the autism journey  

The step-system is designed to be flexible and act as a helpful guide to identify where your child’s skill levels are and what programs might match their needs. Repeating steps or hovering between two steps is a normal part of the journey. As a caregiver, you know your child best and the step-system is a tool to help you feel confident in your decisions! Remember that progress looks different for everyone—it’s not linear, but it’s always meaningful.   

Learn more about which ABA Group Therapy might be the right match for your child!  

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By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO