Supporting Toddlers with ABA: Early Growth through Play-Based Learning

Early intervention is considered one of the most effective approaches to supporting young children diagnosed with autism spectrum disorder (ASD). Among the evidence-based methods, Applied Behavior Analysis (ABA) stands out for its versatility and ability to be tailored to a child’s developmental level. For toddlers, ABA strategies often merge structured teaching with naturalistic, play-based approaches.

One widely used model is the Early Start Denver Model (ESDM), which blends ABA principles with developmental and relationship-focused techniques. These are applied within daily routines, such as mealtime or dressing, and through interactive play to build early communication, imitation, and social engagement skills. Caregivers can enhance effectiveness by using simple prompts, praising desired behaviors, and building activities around the child's interests.

In a 2024 Swedish study, ESDM implementation in multicultural preschools proved effective, particularly when teachers and caregivers embedded ABA strategies naturally into the child’s daily schedule (Linnsand et al., 2024). In tandem, a comprehensive 2024 meta-analysis revealed that higher therapy intensity (i.e., more hours per week) did not guarantee better outcomes in toddlers. Instead, consistent, high-quality interactions—especially those involving caregivers—were shown to be equally beneficial (Sandbank et al., 2024).

Parents are encouraged to use visual cues, reinforce functional communication, and engage in shared routines like singing or sensory play. Focusing on progress rather than perfection is key. These strategies build a strong foundation not only for skill development but also for nurturing connection and trust.

References

Linnsand, P., Nygren, G., Hermansson, J., Gillberg, C., & Carlsson, E. (2024). Intervention in autism based on Early Start Denver Model in a multiethnic immigrant setting—Experiences of preschool staff involved in its implementation. Frontiers in Child and Adolescent Psychiatry, 3, Article 1341729. https://doi.org/10.3389/frcha.2024.1341729Sandbank, M., Pustejovsky, J. E., Bottema‐Beutel, K., Caldwell, N., Feldman, J. I., Crowley LaPoint, S., & Woynaroski, T. (2024). Determining associations between intervention amount and outcomes for young autistic children: A meta‐analysis. JAMA Pediatrics, 178(8), 763–773. https://doi.org/10.1001/jamapediatrics.2024.1832