Why Our Approach Redefines ABA: A Neuro-Informed Path
Most traditional ABA focuses on what can be seen from the outside: the behavior. At our
practice, we believe that behavior is simply the “check engine light” for the brain. To create
lasting, meaningful change, we don’t just look at the action; we look at the neurological
source.
Neuro-Informed vs. Compliance-Based
Traditional ABA often relies on a "compliance-first" model, focusing on whether a child can follow a command or extinguish a "maladaptive" behavior.
Our Difference: We operate from a Neuro-Informed lens. This means we view every behavior through the state of the child’s nervous system. We recognize that many behaviors are not "willful disobedience" but are actually involuntary responses to sensory overload or emotional dysregulation. We prioritize connection over compliance.
Targeting the Emotional Centers of the Brain
We don’t just "target" a behavior to make it stop. We focus on the areas of the brain responsible for emotional regulation and executive function:
● The Amygdala (The Alarm System): Traditional ABA often ignores the "fight or flight" response. We work to lower the child’s baseline anxiety, ensuring the amygdala isn't constantly triggered.
● The Prefrontal Cortex (The Logical Center): We focus on building the neural pathways required for problem-solving and emotional control, rather than just teaching rote memorization of "correct" answers.
● The Limbic System: By understanding the brain’s emotional hub, we help children process feelings rather than suppressing them.
"If a child is in a state of neurological distress, learning cannot occur. We move the child
from a state of 'survival' to a state of 'social engagement' before we ever introduce a
learning goal."
Root Cause Analysis vs. Surface Modification
In a standard ABA setting, if a child hits, the goal is often to replace the hitting with a "functional equivalent."
Our Difference: We ask, "What is happening in the brain’s circuitry that makes hitting feel like the only option?"
● Is it a sensory processing issue?
● Is it a lack of neural integration between the emotional and logical brain?
● Is it an autonomic nervous system response?
By addressing these root neurological causes, the behavior often resolves itself naturally because the child now has the internal tools to stay regulated.
Honoring Neurodiversity
We do not believe "different" brains need to be "fixed." Our goal isn't to make a neurodivergent
child appear "typical." Instead, we aim to:
● Strengthen the brain’s ability to handle stress.
● Foster a positive self-identity.
● Build authentic skills that improve the child's quality of life, not just their ability to "blend
in."
| Feature | Traditional ABA | Our Neuro-Informed ABA |
|---|---|---|
| Primary Goal | Behavior Modification | Neurological Regulation |
| Focus | External Actions | Internal Brain States |
| Toolbox | Rewards/Consequences | Co-regulation & Sensory Support |
| Philosophy | "Good" vs "Bad" behavior | "Regulated" vs "Dysregulated" brain |
Empowering the Brain, Not Just Managing the Child
By focusing on the areas of the brain connected to emotions and behaviors, we provide childrenwith a foundation of safety. When a brain feels safe, it can learn. When it feels threatened, it can only react.
A Parent’s Guide: Understanding Your Child’s Brain
When you see your child struggling, it can feel like a “behavior” problem. In our practice, we see it as a “brain state” moment. To help you support your child at home, we use a simple model to explain what is happening inside their nervous system.
The "Brain House" Concept
Think of your child’s brain as a two-story house.
• The Upstairs Brain (The Thinker): This is the Prefrontal Cortex. It’s where logic, problem-solving, and self-control live. When the upstairs brain is in charge, your child can listen, learn, and use their words.
• The Downstairs Brain (The Protector): This is the Limbic System and the Brainstem. It’s responsible for emotions, the “fight or flight” response, and basic survival.
The Problem: When a child is overwhelmed, the “staircase” between the upstairs and downstairs brain breaks. They become “locked” downstairs.
The Solution: Traditional ABA often tries to talk to the “Upstairs” brain while the child is stuck “Downstairs.” We do the opposite. We go downstairs, offer comfort and safety (co-regulation), and help them walk back up the stairs before we address the behavior.
Why "Emotions" Control "Behaviors"
The brain is wired for survival first, learning second. If the areas of the brain connected to emotions feel threatened or overwhelmed, the “Behavioral” centers will react automatically.
The Amygdala (The Alarm): If your child’s alarm is going off, they aren’t being “bad”—they are being “safe.” We help them reset that alarm.
The Vagus Nerve (The Calm System): We use neuro-informed techniques to stimulate the “rest and digest” system, helping your child’s body feel calm enough to make better choices.
3 Things You Can Do Today
We don’t just work with your child; we empower you to be their primary “Co-Regulator.”
- Look for the “Why,” not the “What”: Instead of focusing on what they are doing (screaming), look for why their brain feels unsafe (too much noise? tired? misunderstood?).
- Connect Before You Correct: You cannot teach a lesson to a brain that is in “survival mode.” Offer a hug, a deep breath, or a quiet space first.
- Prioritize Regulation over Compliance: A child who is quiet but “shut down” isn’t learning. A child who is regulated and engaged is growing.
What to Expect in a Session
When you walk into our clinic, you won’t see “drills.” You will see:
- Dynamic Play: Where we challenge the brain to adapt in real-time.
- Sensory Integration: Using movement to calm the emotional centers of the brain.
- Attunement: A therapist who is deeply “in sync” with your child’s emotional state, ensuring they never feel pushed beyond their neurological capacity.