Why We Offer 20-Hour ABA Programs

And Why That Might Be Exactly What Your Child Needs

You may have heard that many ABA providers recommend 40 hours of therapy each week. That number gets repeated so often that it can feel like a rule, or even a requirement for success. But at our clinic, we do things differently.

We believe that effective ABA therapy doesn’t have to mean full-time hours. Our programs are designed around quality, not quantity. That’s why we offer 20-hour per week part-day sessions, either in the morning from 8am to 12pm, or in the afternoon from 1pm to 5pm, depending on your family’s needs and availability.

Here’s why we think this model works better for many children and families.

What the Research Says...

Research Supports Lower-Intensity ABA

Recent research challenges the notion that 40 hours per week of Applied Behavior Analysis (ABA) therapy is universally necessary for meaningful, lifelong outcomes.

In fact, several well-designed trials found that children receiving 15 to 25 hours of individualized ABA therapy made equivalent progress to those in higher-hour programs. Studies suggest that individualized, lower-intensity programs can be equally effective, depending on the child’s unique needs.

No Significant Advantage with Higher Intensity

A meta-analysis published in JAMA Pediatrics found no evidence that higher-intensity interventions (e.g., 40 hours/week) provided increased benefits for young autistic children compared to less intensive interventions (Nevill et al., 2024).

Equivalent Progress at Lower Hours

A 2021 randomized controlled trial by Sally Rogers and colleagues compared 15-hour and 25-hour weekly ABA schedules. Both groups demonstrated equivalent progress, suggesting that increased therapy hours do not necessarily yield better clinical outcomes (Rogers et al., 2020).

That’s because the right amount of therapy depends on the child, not a one-size-fits-all number. What matters more than the total hours is that:

  • The goals are meaningful and well defined
  • The teaching is high quality and consistent
  • The therapy is integrated into a child’s natural environment

And most importantly that the child is happy, engaged, and able to generalize what they’re learning into real life.

What Our 20-Hour Programs Look Like

Every child’s plan is designed by a Board Certified Behavior Analyst (BCBA), who works closely with your family to set goals that matter, like communication, independence, and social connection. Then one of our trained Registered Behavior Technicians (RBTs) delivers the program each day, under the supervision of the BCBA.

  • For toddlers and preschoolers, our in-home sessions are designed to build the foundational skills they’ll need for kindergarten, things like self-help routines, following directions, and adapting to structure and transitions in a learning environment.
  • For school-aged children, we focus on strengthening and generalizing skills where they matter most at home and in everyday routines. This can include building independence, improving flexibility during transitions, and developing social communication skills that support friendships and participation in family and community life.

Why Less Can Be More

Children aren’t meant to be in therapy all day. They need time to play freely, bond with family, rest, and explore the world on their own terms. When therapy takes up the entire day, it leaves less room for the very things that help children grow into well-rounded, emotionally secure individuals.

Families also benefit from having predictable, manageable schedules. A 20-hour program allows space for school, extracurriculars, medical appointments, and maybe most importantly, downtime.

We’ve seen again and again that children can thrive with part-day ABA when it’s delivered thoughtfully and consistently. And we’re here to help your child do just that.

References:

Rogers, S. J., Stahmer, A. C., Talbott, M. R., et al. (2020). A Multisite Randomized Controlled Trial Comparing the Effects of Intervention Intensity and Intervention Style on Outcomes for Young Children With Autism. Journal of the American Academy of Child & Adolescent Psychiatry, 59(6), 598–606.e4. https://doi.org/10.1016/j.jaac.2019.04.011 (Direct Link: PubMed Abstract and Full Article)

Nevill, R. E. A., et al. (2024). Association of Early Intensive Behavioral Intervention With Outcomes for Children With Autism Spectrum Disorder: A Systematic Review and Meta-analysis. JAMA Pediatrics. (Link to summary article: UNC Health News Article (June 2024))