How to Set Goals for ABA: A Practical Guide

Applied behavior analysis (ABA) is the application of the science of behavior to everyday life.  ABA is often misunderstood as simply behavior control. In reality, it’s a comprehensive approach that can help individuals with autism or developmental challenges make real, trackable improvements that enrich their everyday lives.

The core of ABA is built upon a systematic and results-oriented framework: clearly defined goals that are tailored to each individual. But these goals aren’t pulled from a template, they’re the result of in-depth assessments, collaborative planning, and constant fine-tuning.

Well-designed goals for ABA not just help reduce challenging behaviors or teach communication; they’re crafted to empower learners to thrive in their homes, schools, and communities.

In this article, we’ll unpack how ABA goals are created, tracked, and individualized, and why this precision-driven process makes such a lasting impact.

1. Assess & Discover—The Baseline

Before any goals are written or interventions begin, ABA practitioners start with one critical step: understanding the learner in depth. This isn’t a quick checklist or a single observation, rather it’s a thoughtful, multi-layered process led by a certified professional, typically a Board Certified Behavior AnalystⓇ (BCBAⓇ).

The purpose is to gather enough meaningful data to build a treatment plan that’s not only effective, but also truly individualized.

Functional Behavior Assessment (FBA)

A foundation of this process is the Functional Behavior Assessment, or FBA. Think of it as detective work with a purpose: the BCBA carefully observes the individual in different settings (home, school, clinic), conducts interviews with caregivers and teachers, and reviews the history of the behaviors in question. The goal is to identify two things:

1. What generally happens before and potentially triggers the behavior (known as antecedents), and
2. What reinforces or maintains the behavior (like attention, escape, or sensory feedback)

For example, a child who screams when given a math worksheet is most likely  not acting out randomly. The screaming may be a learned way to avoid difficult tasks. Uncovering patterns like this helps ensure that interventions target the root functions of behaviors, not just the surface.

Using Standardized Assessment Tools

Alongside the FBA, BCBAs often use standardized tools to assess the learner’s current skill levels across multiple developmental areas. These tools are especially helpful when working with younger children or individuals with limited communication.

Two commonly used assessments include:

• VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program): Focuses on language development, social skills, and learning readiness for young learners.

• ABLLS-R (Assessment of Basic Language and Learning Skills – Revised): Offers a broader view by assessing everything from basic communication and motor skills to self-help abilities like brushing teeth or tying shoes.

These tools allow the BCBA to build a baseline profile: a clear picture of what the learner can already do, what they struggle with, and where support is most urgently needed.

2. Choose Priority Areas

Using the assessment data, a collaborative team (therapist, caregivers, educators) identifies key domains for intervention. These typically include:

• Communication skills- This is often the top focus, especially for nonverbal or minimally verbal learners. The goal might be to help the individual make basic requests (e.g., “want juice”), express needs, or engage in back-and-forth conversation. For some, this could involve using words or signs; for others, it might mean learning to use augmentative tools like PECS (Picture Exchange Communication System) or a speech-generating device.

• Behavior Reduction- If a learner is displaying behaviors that interfere with learning or daily functioning, such as aggression, self-injury, elopement (running away), or frequent tantrums, these become a clear priority.

• Social interaction- Many individuals on the autism spectrum have difficulty navigating social situations. ABA might target skills like waiting for a turn during games, initiating greetings, or recognizing others’ emotions.

• Daily living skills- These are the practical, everyday tasks that promote independence, things like brushing teeth, getting dressed, using the toilet, washing hands, or preparing simple meals. Mastering these skills is essential for long-term self-sufficiency and reduces reliance on caregivers.

Prioritization ensures that interventions address both immediate needs (like safety) and long-term independence goals.

3. Write Smart Goals

Each target is transformed into a SMART goal—Specific, Measurable, Achievable, Relevant, and Time-bound:

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Specific: Define exactly what the learner will do

Example:

Vague: “Improve social skills”

Clear: “Initiate a greeting by saying ‘hi’ or waving when a peer approaches during circle time”

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Measurable: Quantify via frequency, duration, or accuracy.

Example:

“Label at least 10 different common items (e.g., ball, car, cup) with 80% accuracy across two consecutive sessions”

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Achievable: Make it realistic based on the learner’s current abilities

Example:

“Use a picture card to request preferred items during snack time in 3 out of 5 opportunities”

(This is more achievable than expecting spoken words if the child is just beginning to communicate.)

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Relevant: Tie the goal to functional, real-life needs

Example:

“Use the restroom independently with verbal reminders in 4 out of 5 opportunities”

(Highly relevant to both home and school environments.)

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Time-bound: Set a realistic deadline

Example:

“Over the next 6 weeks, the learner will reduce instances of yelling during transitions from 4 times per day to fewer than 1 time per day, measured over 5 consecutive school days”

1. Breakdown via Task Analysis

Complex skills are chunked into smaller steps using task analysis:

• E.g., tying shoes: hold laces → cross → loop → pull through

Each mini-step becomes its own measurable objective, ensuring progress is steady and confidence builds.

2. Implement Evidence-Based Strategies

Therapists deploy intervention strategies aligned with each goal, such as:

• Discrete Trial Training (DTT): Structured learning with clear cues and reinforcement
• Natural Environment Training (NET): Skill practice in real-life situations
• Pivotal Response Treatment (PRT), token economies, and more—all chosen for their relevance and effectiveness.

Crucially, reinforcement systems (tokens, praise, favorite activities) are tailored to each learner to support motivation

4. Track Progress Through Rigorous Data Collection

ABA’s strength lies in its data-driven nature, and that starts with using reliable ABA data collection methods to track progress and guide decision-making:

• Frequency- Counting occurrences (e.g., how many requests).
• Duration- Timing behaviors like tantrum length.
• Interval recording- Checking if a behavior occurred in specific time frames

Tools like tally sheets, apps, and charts help visualize trends across sessions. Caregiver feedback adds insight into generalization in everyday settings.  There is also software that does this for you, like Motivity.  Data collection software allows you to collect and simultaneously graph the data for visual analysis.

5. Review, Adjust & Celebrate

ABA is not a static process. It evolves continuously through ongoing assessment, data review, and goal refinement to meet the learner’s changing needs.

• Weekly or monthly reviews by the BCBA analyze data to see if goals are being met
• Goals may be raised, refined, or broken down further based on performance.
• Celebrate milestones: Recognizing progress (even small ones) is vital for motivation and morale

This fluid process ensures each learner is consistently challenged but not overwhelmed. Hence, maximizing engagement and success.

6. Ensure Long-Term Generalization & Independence

True success lies in generalizing skills across environments. BCBA training extends to:

• Caregivers and teachers who ensure consistency at home, school, and community settings
• Fading support as competence grows, to promote autonomy.

Interventions expand to include real-life contexts, helping learners use skills meaningfully beyond structured sessions.

Conclusion

ABA goals are not one-size-fits-all, they are the result of ongoing cycles of assessment, collaboration, instruction, data analysis, and continuous refinement.

By centering on individual strengths, involving vital caregivers, and persistently tracking progress, ABA becomes a powerful tool for fostering true independence and meaningful growth.

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