Key Points:
- ABA therapy communication strategies help Maryland families teach autistic children how to express needs clearly using speech, signs, pictures, or devices.
- By targeting functional requests and reducing behavior-based communication, such as meltdowns or avoidance, BCBAs guide parents.
- They do this through consistent, real-world practice that improves daily life across home, school, and therapy environments.
Across the United States, about 1 in 36 children are diagnosed with autism, and in Maryland, the rate is about 1 in 43 children. Many autistic children speak in single words or scripts or not at all, and research suggests that around 25–30% do not develop functional speech by early school age.
ABA therapy communication strategies give families a structured way to build language, gestures, and other ways to express needs. Instead of a vague promise to “work on communication,” families can see precisely how BCBAs and RBTs teach skills during sessions and how to replicate those steps at the dinner table, in the car, or during homework.
Why Is Communication Support So Urgent for Maryland Families?
Autism affects social communication, so a child may repeat phrases, use behavior instead of words, or shut down when overwhelmed. For some children, crying, running away, or hitting happens faster than any spoken or signed request.
Recent data from Maryland’s education census show that about 14% of students receiving special education services are identified with autism. This means that many IEP teams are already working on communication goals.
At the same time, studies estimate that about one quarter to nearly one third of autistic children have little or no spoken language by school entry. ABA programs have been shown to improve communication and social skills in children with autism, as well as reduce challenging behavior.
Families looking for phrases, such as “ABA therapy for children Maryland,” often want practical help with the following:
- Fewer meltdowns around daily routines
- More ways for their child to ask for help or say “no”
- Better carryover between home, school, and therapy
The goal is not perfect speech. The goal is clear: respectful communication that helps the child participate in family life and school, using whatever mode works best.
How Do BCBAs Plan Communication Goals in ABA?
Before choosing any ABA therapy communication strategies, the BCBA spends time understanding how the child already communicates. This usually includes interviews, observations, rating scales, and sometimes language assessments from speech therapists.
During assessment, the team looks for:
- What the child does right before a behavior (for example, the adult giving a direction)
- What the child does instead of using words or gestures (for example, screaming, walking away)
- What happens after the behavior (for example, gaining escape, attention, or an item)
A recent study found that structured ABA programs led to significant gains in communication skills and social-emotional abilities for children with autism, showing that careful goal-setting can change day-to-day interactions.
When families ask anything related to “improving communication ABA therapy,” they can expect the BCBA to discuss:
1. Priority targets
- First requests (for help, break, favorite items)
- Ways to say “no” or “stop” safely
- Getting attention the right way
2. Modes of communication
- Speech, signs, picture cards, AAC devices, or a mix
- What schools and speech therapy already use
3. Maryland school connection
- Matching in-home goals with IEP communication objectives
- Sharing data and examples with the IEP team, using Maryland IEP forms and guidance as the backbone for services
How ABA Therapy Communication Strategies Use Functional Communication Training
Functional communication training (FCT) teaches a child a simple, clear way to get the same outcome they used to get from challenging behavior. Instead of screaming to escape a task, the child learns to hand over a “break” card or say “all done.”
Research shows that FCT consistently reduces challenging behavior and increases communication, including in home and school settings.
During a Maryland in-home session, this might look like:
1. Mealtimes
- The RBT sets up small portions of a favorite food.
- The child is prompted to point to a picture, sign, or say a word before getting each bite.
- If the child starts to push the plate away, the BCBA coaches the RBT to prompt “all done” rather than letting the child push it away.
2. Car rides
- A communication card for “music,” “quiet,” or “tablet” is placed near the child.
- The RBT practices helping the child hand over the card before the car moves.
- Parents later use the same card on school runs to prevent sudden outbursts.
3. Homework time
- The child learns to ask for “help,” “later,” or “break” before behavior escalates.
- The RBT drills this with very short tasks, then slowly increases demand.
The BCBA writes clear steps so parents can copy them in five-minute practice blocks between visits. Over time, the child learns that using the new communication works faster than old behavior patterns.
Mand Training: Teaching Requests, Choices, and “No”
In ABA, a “mand” is a request. Mand training focuses on helping the child ask for what they want or need, even if communication starts as a point, sign, or picture.
For many children, mand training is the first big focus of ABA therapy communication strategies because it gives an immediate payoff: the child requests, and they get something meaningful.
A typical Maryland home session may include:
1. Snack time
- RBT holds up two snacks and waits for a point, sign, or word.
- If the child grabs, the RBT gently blocks, models the request, and then delivers the snack once the child tries.
2. Screen time
- The tablet is out of reach, with a picture icon nearby.
- The BCBA teaches the child to hand over the icon or say “tablet” to start the video.
3. Saying “no” safely
- Instead of hitting or running, the child learns to say “no,” “stop,” or “break.”
- Adults respond by adjusting the demand when possible, so the new response feels worthwhile.
Parents can later generalize this work by:
- Offering choices during meals, outfits, and play
- Practicing simple “ask first” rules before leaving the house
- Rewarding any attempt to request, even if it sounds imperfect
This is where families often see the first signs that communication can replace constant guessing.
Natural Environment Teaching During Daily Routines
Natural environment teaching (NET) means using real-life moments rather than only sitting at a table with flashcards. BCBAs’ design goals, and then RBTs weave them into routines that already happen in Maryland homes.
During NET, the team uses the child’s interests and daily schedule as teaching opportunities:
1. Morning routine
- Labeling clothing items, brushing teeth, or choosing breakfast
- Practicing “help” when toothpaste will not come out, or a zipper is stuck
2. Playtime
- Pausing a favorite game to encourage the child to say “more” or sign “go.”
- Teaching turn-taking words like “my turn” and “your turn.”
3. Evening wind-down
- Using simple questions about the day (“bus,” “home,” “park”)
- Having the child choose a book by pointing, signing, or using an AAC button
Those who have searched for “ABA therapy speech development Maryland” are often relieved to see that speech and language practice can happen on the couch, at the sink, or in the backyard. NET turns the entire day into a practice field instead of adding more worksheets.
Visual Supports and AAC Tools Maryland Families Can Use
Visual supports and augmentative and alternative communication, or AAC, provide children with additional ways to understand and express themselves. For some children, pictures or devices become their leading voice; for others, visuals support spoken words.
Decades of research show that AAC systems improve communication for autistic people, expanding skills beyond simple requesting. More recent work found that early AAC interventions, including tablet-based visual scene displays, can increase communication exchanges during shared tasks without reducing speech.
In an in-home ABA session, the team may introduce:
1. First–then boards
- “First homework, then tablet” using simple pictures
- Helps reduce arguing because expectations are clear
2. Visual schedules
- Photos or icons for “breakfast, bus, school, home, dinner, bath, bed.”
- Copies sent to school, so the exact schedule appears on the classroom wall
3. AAC devices or apps
- Starting with a few key buttons like “eat,” “bathroom,” “help,” and “stop.”
- Pairing each button with real items so the child sees a fast payoff
Maryland parents can ask the BCBA how visuals and AAC will be shared with the IEP team and local speech therapist. That way, the same pictures and device pages can be used at school, at home, and in the community, rather than having three separate systems.
Parent-Coached Practice Between ABA Visits
Communication gains move faster when parents practice skills between sessions. Research on parent-led ABA approaches has found improvements in communication, social skills, and adaptive behavior, along with reductions in challenging behavior, when caregivers learn to apply strategies in daily life.
Instead of handing parents a long manual, many BCBAs now create small, realistic practice plans. For example:
1. Five-minute practice examples
- During snack: two minutes of choice-making practice
- During bath: two minutes of labeling body parts or toys
- Before bed: one minute of “all done” or “no more” practice
2. Quick coaching moments
- The BCBA models a prompt, then has the parent try it while the RBT supports the child
- Feedback stays specific: “Wait two seconds longer,” “Try holding the picture closer,” “Praise any sound or gesture.”
The goal is to make practice realistic for tired parents, and not to create a second full-time job.
Working With Maryland Schools and Speech Therapists
Children do best when everyone uses the same communication plan. In Maryland, special education services and IEPs already provide a structure for collaboration between home and school.
A BCBA can help families prepare for IEP meetings by:
- Sharing simple graphs of communication progress
- Providing examples of functional communication training that aligns with classroom expectations
- Sending copies of visuals, scripts, and AAC vocabulary sets to the teacher and speech-language pathologist
Families can ask questions such as:
- “Can we add our child’s break card or AAC page to the IEP accommodations?”
- “How can the teacher respond when my child uses their new ‘help’ or ‘stop’ phrase?”
- “Is there a way to practice the same requests in both the resource room and at recess?”
When in-home ABA and school teams agree on cues and responses, communication skills feel more natural for the child, rather than changing from one building to another.
Frequently Asked Questions
Can ABA therapy help if my child is nonverbal?
ABA therapy helps nonverbal children by introducing communication methods like sign language, picture exchange, and AAC devices. These methods support the expression of needs and refusals. Research shows AAC use improves communication and often increases verbal language over time.
How many hours of ABA are typically needed to see progress in communication?
ABA communication progress often begins with a few structured hours per week, especially when families reinforce goals at home. Intensive programs may exceed 20–30 hours weekly, but outcomes depend on individual goals. BCBAs determine the exact number based on a child’s specific needs and readiness.
What should I ask before starting an ABA program in Maryland?
Before starting an ABA program in Maryland, ask how your child’s communication goals will be chosen, how routines will support learning, and how coordination with your IEP team and speech therapist will occur. Also, ask how progress will be measured and how often you’ll receive parent coaching.
Start Building Your Child’s Communication Toolbox
Communication challenges do not have to define family life. In-home ABA therapy in Maryland and Virginia can turn daily routines into opportunities for your child to practice making requests, making choices, and building social connections in the spaces where they feel safest.
At Jade ABA Therapy, we focus on clear goals, parent coaching, and collaboration with schools so progress shows up beyond the session notes. Our in-home ABA therapy for children with autism blends evidence-based strategies with real-life routines, giving your child more ways to express themselves.
If you are ready to turn communication strategies into everyday wins, reach out today to schedule an intake and see whether our team is currently serving your area.
