ABA, Neurodiversity, and Assent: Why the Way We Practice Matters

Applied Behavior Analysis (ABA) has been around for decades, and like many long-standing approaches in human services, its history is complicated.

For some families, ABA has been a source of support, structure, and access to skills that improved daily life. For many autistic individuals, it’s also been a source of harm—especially in earlier models that were heavily focused on compliance, repetition, and reducing behaviors without always considering the person’s experience.

Both of those truths matter.

If we want to talk about where the field is going, we also have to be honest about where it has been.

A quick look at ABA’s roots

ABA grew out of behaviorist psychology and became widely used in autism services in the late 20th century. Early programs often emphasized intensive instruction, strict structure, and measurable behavior change.

The focus was frequently on reducing “unwanted behaviors” and increasing “appropriate behaviors,” often defined by adult or societal expectations. In many cases, success was measured by how closely a person could match neurotypical behaviors—not necessarily by how supported, understood, or self-directed they felt.

Over time, the field has evolved. Many practitioners now work hard to prioritize meaningful skills, functional communication, and more flexible teaching approaches. But the legacy of earlier practices still shapes how ABA is viewed—and experienced—today.

That history is important context, not something to ignore or minimize.

What “neurodiversity-affirming” actually means

When people hear neurodiversity-affirming, it can sound like a buzzword. In reality, it’s a shift in how we understand difference.

Neurodiversity-affirming practice starts with a simple idea: neurological differences like autism are not problems to erase—they are part of human diversity.

In practice, that changes a lot about how support looks.

It means we stop asking, “How do we make this person seem less autistic?” and start asking, “What does this person need to communicate, learn, feel safe, and live well?”

It also means:

• Stimming is not automatically something to eliminate

• Communication is respected in all forms

• Goals are meaningful to the person, not just socially convenient

• Differences are supported, not normalized away

It’s not about lowering expectations. It’s about shifting what we value.

Assent: the piece that changes everything

One of the most important shifts happening in the field right now is the idea of assent-based practice.

Assent goes beyond formal consent from a caregiver. It asks a different question:

Is the person actually willing and engaged in what we’re asking them to do?

And just as importantly—are we paying attention when they’re not?

Assent-based practice means:

• Watching for signs of discomfort, refusal, or withdrawal

• Respecting “no” as communication, not noncompliance

• Adjusting demands when engagement drops

• Prioritizing emotional safety alongside skill-building

• Building trust, not just behavior change

This matters deeply in a field where, historically, many autistic individuals were taught that compliance was more important than their internal experience.

Assent shifts that balance back toward the person.

Why this conversation matters so much

The conversation about ABA today isn’t just about techniques or programs. It’s about impact.

Because even when interventions are well-intentioned, they don’t land the same way for everyone. And when a field has a history of prioritizing compliance over autonomy, it takes intentional work to rebuild trust.

Moving toward neurodiversity-affirming and assent-based practice is part of that work.

It asks providers to slow down and consider not just:

• Is this effective?but also

• Is this respectful?

• Is this meaningful to the person?

• Are we honoring their agency?

Those questions don’t weaken ABA. They strengthen it.

Where LBS Connections stands

At LBS Connections, this is the direction we believe the field needs to continue moving in.

Support should not be about shaping people into something more acceptable to others. It should be about expanding access, communication, independence, and self-determination—while respecting who someone already is.

That includes making space for autonomy, honoring assent, and recognizing that dignity is not optional in care—it is foundational to it. Learn. Bridge. Stim.