The insurance authorization came through, your child’s first ABA session is scheduled, and now you’re lying awake wondering what will actually happen. Will your child cooperate with a stranger? Should you stay in the room? What if they meltdown? After navigating diagnosis and waiting for approval, this anxiety is normal—we hear it from nearly every family at Kuska Autism Services.
The First Session’s Real Purpose
The first ABA therapy session isn’t about “fixing” behaviors or diving into structured tasks. Research published in Behavioral Interventions confirms what we practice at Kuska—initial sessions focus on “rapport building” or “pairing,” where therapists connect themselves with everything your child already loves.
We’re introducing ourselves as someone fun and safe, not someone making immediate demands. Your therapist spends time following your child’s lead, joining activities they’re interested in, and essentially becoming the embodiment of a favorite toy. Studies from the National Center for Biotechnology Information show this rapport-building phase significantly reduces problem behaviors and increases cooperation in future sessions.
What Actually Happens
At Kuska, first sessions typically run 60-90 minutes with three main phases.
Initial observation takes the first 20-30 minutes. Your BCBA or behavior technician arrives with universally appealing items—bubbles, sensory toys, interactive games—but primarily observes what your child naturally gravitates toward. If your daughter runs to her play kitchen, we grab a plate and start “cooking” alongside her. If your son lines up cars, we mirror what he’s doing. We’re not correcting or teaching—we’re simply present in your child’s world.
Caregiver consultation happens alongside play. While one team member engages with your child, a BCBA talks with you about current challenges, motivators, daily routines, and goals. We ask: What does bedtime look like? How do they communicate frustration? What brings genuine joy? This shapes the individualized treatment plan we’ll develop together.
Preference assessments will be conducted in order for your providers to get to know what your child likes to do. Your therapist presents various items and activities to identify what truly motivates your child right now. Some children respond to edible reinforcers, others prefer social praise or favorite activities. This guides our reinforcement strategies moving forward.
Your Role During the Session
Research shows parent involvement significantly improves outcomes. A study in the Journal of Social, Behavioral, and Health Sciences found parental self-efficacy accounts for approximately 21% of reduced parenting stress, and active participation enhances children’s skill generalization.
You’re encouraged to observe as much or as little as feels comfortable. Some parents sit quietly in the room. Others find their child engages more freely when they observe from another room. There’s no single “right” approach—we’ll work with what serves your child best.
Come prepared to share openly. Bring that mental list of concerns—things keeping you up at night, behaviors exhausting you, small victories giving you hope. Your insights about communication patterns, sensory preferences, and behavioral triggers are invaluable.
Practical Preparations
Create realistic expectations. Your child might engage enthusiastically from minute one, or need several sessions to warm up. Both are normal. The first session establishes the starting point.
Prepare your child without pressure. For younger children, try “We’re meeting someone new who wants to play with you.” Avoid anxiety-inducing phrases like “You need to behave.” For older children, explain you’re meeting someone who’ll help them learn through enjoyable activities.
Gather recent information. Bring recent evaluations, preschool observations, or videos showing specific behaviors—especially intermittent ones we might not observe during one session.
Understanding Data Collection
You’ll notice your therapist taking notes or using a tablet. This is ABA’s evidence-based foundation. We’re recording baseline data: What does your child do independently? What skills are emerging? What triggers challenging behaviors?
According to the Council of Autism Service Providers, data-driven treatment is essential for determining effectiveness and making informed adjustments. We’ll share observations and explain how we’ll track specific goals.
After the First Session
Your BCBA will develop a comprehensive treatment plan outlining specific, measurable goals across communication, social interaction, daily living, and behavioral domains. You’ll receive this within 7-10 days, and we’ll schedule a follow-up meeting to review, answer questions, and make adjustments.
Insurance typically covers 10-40 hours weekly depending on needs and coverage. At Kuska, we structure schedules balancing therapeutic intensity with your family’s real constraints. Our program offers morning sessions at our Bountiful location with no current waitlist.
Research published in PMC emphasizes that open communication between families and providers directly correlates with better therapeutic outcomes and stronger partnerships. Your insights, questions, and concerns aren’t interruptions—they’re essential components.
Walking into that first session, you might feel uncertain. Walking out, you should feel informed, supported, and confident you’ve taken a meaningful step. We’re here for both of you, and we’re ready to answer any questions you have.
Frequently Asked Questions
How long does the first ABA therapy session last?
Sessions typically run 3-4 hours at Kuska Autism Services, though we remain flexible based on your child’s engagement and comfort level. This timeframe allows us to observe your child’s natural behaviors, conduct initial preference assessments, and have meaningful conversations with you about your family’s goals and daily routines without overwhelming anyone.
Should I stay in the room during my child’s first session, or will my presence make them less cooperative?
This varies significantly by child. Some children engage more freely with new therapists when parents are present because it provides security and comfort. Others become more focused on their parent than the therapist. We’ll work with you to determine the best approach for your specific child—whether that’s remaining in the room, observing from a distance, or stepping out after the initial introduction. There’s no universal right answer, and we’ll adjust based on what we observe.
What should I bring to the first ABA therapy session?
Bring your child’s favorite comfort items if needed, any recent evaluations or assessments from other providers and a list of specific concerns or questions you want to address. If your child uses any communication devices or visual supports, please bring those as well. Most importantly, bring your knowledge about what motivates your child, what frustrates them, and what their typical day looks like—this context is invaluable for developing an effective treatment plan.
Will my child start learning new skills during the first session, or is it just assessment?
The first session focuses on building rapport and gathering information rather than formal skill instruction. Research shows that establishing a positive therapeutic relationship before introducing teaching demands reduces problem behaviors and increases long-term cooperation. Think of the first session as laying the foundation—actual skill acquisition targets begin once we’ve developed your individualized treatment plan and your child feels comfortable with our team.
What if my child has a meltdown or refuses to interact during the first session?
Challenging behaviors during first sessions are actually quite common and provide valuable information for our BCBAs. These moments help us observe what triggers difficulty for your child, how they communicate distress, and what calming strategies might be effective. We won’t view this as failure or poor behavior—we’ll view it as data that informs our approach. Our team is trained in de-escalation techniques and will prioritize your child’s emotional safety above all else while gathering insights that shape future sessions.
References
- Ensor, N., Klinger, L., & Bloh, C. (2024). Evaluation of a rapport‐building intervention for early interventionists working with children on the autism spectrum. Behavioral Interventions. https://onlinelibrary.wiley.com/doi/10.1002/bin.1983
- Lugo, A. M., King, M., Lamphere, J., & McArdle, P. (2017). Developing Procedures to Improve Therapist–Child Rapport in Early Intervention. Behavior Analysis in Practice, 10(4), 395-399. https://pmc.ncbi.nlm.nih.gov/articles/PMC5711732/
- Sneed, L., & Samelson, D. (2022). Effectiveness of parent-led applied behavior analysis at improving outcomes for parents of autistic children. Journal of Social, Behavioral, and Health Sciences, 16(1), 160-177. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1536&context=jsbhs
- Council of Autism Service Providers. (2024). Evidence About Early Intensive ABA Treatment for Children Diagnosed with Autism: The Impact of Treatment Intensity on Outcomes. https://www.casproviders.org/evidence-intensive-early-aba
- Garbacz, S. A., Hebert, S., Novak, M., Ngoma, T., Bledsoe, C., & Kidd, K. (2021). Parental perspectives on successful parent education and behavioral intervention. International Journal of School & Educational Psychology, 9(Suppl 1), S141-S156. https://pmc.ncbi.nlm.nih.gov/articles/PMC8115604/