This was a guest blog written by Dr. Jennifer J. McComas
Applied Behavior Analysis (ABA) has long been a cornerstone in supporting Autistic individuals, but its practices are not immune to ableism—a system of bias that views disabled people as inferior. Ableism can be explicit or implicit.
- Examples of explicit ableism include mocking stimming behavior and advocating for ‘treatments for autism’ as though the autism needs to be treated rather than specified skill repertoires built, strengthened, expanded or dangerous behavior targeted for reduction.
- Examples of implicit ableism include more subtle or unconscious actions such as denying education pertaining to emotionally and physically intimate relationships based on the assumption that the autistic person is not interested in or capable of intimate relationships.
Two papers recently published in Behavior Analysis in Practice (McComas et al., 2025a; McComas et al., 2025b) shed light on how ableist assumptions, biases, or practices might show up in ABA and offers actionable steps to create more inclusive, respectful environments.
Ableism contributes to decisions and interactions that marginalize individuals who have disabilities, are neurodivergent, or Autistic. From patronizing approaches to overlooking communicative responses, these biases often prioritize neuro-majority norms over individual needs and preferences.
Ableism in ABA can range from systemic (e.g., recommending 40 hours per week of early intensive behavior intervention based on diagnosis rather than skill assessment findings, resulting in maximized billable hours or moving all learners through same curricular scope and sequence regardless of individual needs) to interpersonal (e.g., “Here, let me do that; I don’t want you to get overstimulated.”) and can result in interventions that fail to honor autonomy.
For example, targeting behaviors for reduction simply because they differ from societal expectations undermines the principle of social validity—ensuring goals, procedures, and outcomes are meaningful and acceptable to the individual whenever possible, and their caregiver when obtaining this information from the individual is not possible (see BACB Ethics codes 2.09 and 3.12).
The words practitioners use carry weight. Framing the traits of those we serve as deficits perpetuates stigma (Čolić, 2025). Reports and conversations that should uphold dignity, highlight strengths, and respect preferred terminology promote anti-ableist approaches to services and supports. The McComas et al. articles feature examples of the strides the field is taking to embrace neurodivergent-affirming, socially valid, assent-based compassionate practices.
Action Steps for Change
To dismantle ableism, practitioners work to:
- Increase Awareness: Recognize and challenge biased thinking.
- Prioritize Autistic Perspectives: Involve individuals receiving services in goal-setting and decision-making whenever possible, even if doing so is necessarily limited to choice-making with reliance on their caregivers for more complex communication and decisions.
- Revise Training: Embed anti-ableism strategies and Autistic voices in education, fieldwork, and supervision.
- Adopt Inclusive Practices: Use age-appropriate language, conduct strength-based assessments, and assume the least restrictive environments unless data suggest otherwise.
Addressing ableism requires thoughtful dialogue. Private, constructive conversations often fosters reflection better than public confrontation, which can lead to defensiveness and binary judgments.
The journey toward anti-ableist ABA is ongoing. It demands humility, collaboration, and a commitment to autonomy and self-determination. By embracing neurodiversity and dismantling harmful norms, behavior analysts can transform ABA into a practice that truly respects and uplifts Autistic and other individuals we serve.
References
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29.
Čolić, M. (2025). Overcoming stigma in neurodiversity: Toward stigma-informed aba practice. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-025-01064-x
McComas, J. J., Drossel, C., Sundberg, S., Cerda, M.-L., Wilczynski, S., & Beavis, H. S. (2025a). Ableism in applied behavior analysis: Historical context of services for autistic people. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-025-01100-w
McComas, J. J., Wilczynski, S., Cerda, M.-L., Beavis, H. S., Drossel, C., Sundberg, S., & Anderson, K. D. (2025b). Ableism in applied behavior analysis: A beginner’s guide to understanding and dismantling ableism in practice with autistic people. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-025-01128-y
Nario-Redmond, M. R. (2019). Ableism: The causes and consequences of disability prejudice. John Wiley & Sons.