Group-based ABA Services

Social awareness & engagement: looking toward others, sharing attention, participating in group activities.

Initiating with others: asking for items, joining social interactions.

Group learning habits: transitioning between activities, asking for help or attention, coping with “no” and “wait.”

Independent and collaborative play skills: playing independently, sharing and taking turns.

Engages in dangerous behaviours that could cause injury to self or others

Social communication: greeting others, responding to and initiating simple interactions.

Play & leisure: engaging in parallel play, requesting from peers, and enjoying shared activities.

Group learning: participating in structured activities, transitioning between tasks, and following group routines.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Does not speak using 1-2 words or does not use a communication device to express 1-2 words

Social play: initiating greetings, joining peers, gaining attention, taking turns, and sharing.

Intermediate language skills: answering questions and making requests or comments using full sentences.

Group learning skills

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following simple directions, transitions)

Does not speak using short phrases

Social play & cooperation: following multi-step instructions, explaining how to complete tasks, and working with peers.

Early conversation skills: joining conversations, taking turns, and responding appropriately to others.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak using simple sentences

Non-verbal communication: eye contact, body language, facial expressions, voice volume, and personal space.

Complex conversations: starting, maintaining, and ending conversations while staying on topic.

Conversation manners: handling interruptions, topic changes, and disagreements respectfully.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak in sentences

Teamwork & roles: understanding strengths, character traits, and group roles.

Self-advocacy & feedback: expressing needs, giving and receiving feedback respectfully.

Problem-solving: managing peer conflict, disagreements with adults, and finding solutions.

Executive skills: organization, time management, and presentation skills.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations

Recipe skills: reading recipes, gathering ingredients, and measuring accurately.

Kitchen safety: safe use of appliances and tools.

Meal preparation: following steps to prepare simple snacks and meals.

Cleanup routines: plating food, using cutlery, and cleaning up after cooking.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations

Transportation skills: navigating and using public transit safely.

Community safety: understanding rules, awareness, and personal safety.

Life management: planning outings, managing time and money.

Emergency skills: recognizing emergencies and knowing how to respond.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations

Understanding emotions: recognizing feelings in self and others using the “Zones of Regulation.”

Anger management: describing how anger affects them and practicing coping strategies.

Relaxation strategies: identifying and using calming techniques.

Trigger awareness: recognizing personal and hypothetical triggers and responding appropriately.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak in full sentences

Thought management: identifying, accepting, and diffusing difficult thoughts.

Values awareness: discovering personal values that guide behavior.

Goal setting: creating steps to make positive changes toward meaningful goals.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations

Early social skills: responding to greetings and initiating interactions with peers.

Play & leisure skills: playing independently, alongside others, and sharing with peers.

Group participation skills: transitioning between different group and play activities.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Kitchen skills: safe food preparation and cleaning up.

Household skills: tidying, organizing, and maintaining living spaces.

Personal hygiene: handwashing, self-care routines, and managing daily hygiene tasks.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Personal hygiene: dental care, bathing, hair care, and shaving as appropriate.

Public vs. private: understanding appropriate behaviours, places, and body parts.

Body awareness: learning about body changes during puberty.

Personal boundaries: saying and responding to “no” and understanding rules around touch.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak in full sentences

Personal hygiene: dental care, bathing, hair care, and menstrual hygiene as appropriate.

Public vs. private: understanding appropriate behaviours, places, and body parts.

Body awareness: learning about body changes during puberty.

Personal boundaries: saying and responding to “no” and understanding rules around touch.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak in full sentences

Conversation skills: sustaining two-way conversations.

Active listening: paying attention and responding appropriately.

Friendship building: setting up play dates and maintaining connections.

Sportsmanship: being a good sport during games and group activities.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Does not speak in full sentences

Conversation skills: using appropriate ways to start and maintain interactions.

Friendship choices: identifying and choosing suitable friends.

Social resilience: handling rejection, teasing, and bullying.

Common interests: discovering and sharing shared hobbies or activities.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations

Career exploration: choosing suitable jobs or volunteer roles.

Job readiness: searching for positions and preparing for interviews.

Professional communication: telephone, email, and technology etiquette.

Workplace skills: understanding expectations, behaviour, and etiquette at work.

Engages in behaviours that could cause injury to self or others

Needs consistent 1:1 support for learning

Is still developing basic readiness skills (e.g., attending, following directions, transitions)

Needs support with having conversations or following along with lessons