ABA everyday problem solving support can help a person notice a meaningful problem, communicate it, find information, generate or select strategies, ask for help, try a safe option, and revise it. The goal should use accessible tools and ordinary supports in real contexts. Success includes recognizing when another person, professional, or emergency service should take over, rather than solving every problem alone.
Define the problem and ownership
Choose situations the person wants to handle, such as a missing item, schedule change, unclear instruction, failed device, late ride, or unwanted interaction. State which problems belong to staff, caregivers, clinicians, or emergency responders.
Build an accessible tool set
Tools may include AAC, a checklist, search, calendar, map, timer, written steps, trusted contact, repair message, or backup device. Keep them available in the setting where the problem occurs.
Teach strategy selection
Present more than one safe option when possible. Ask what happened, what matters, which help is available, and how the person will know whether the strategy worked. Allow a new choice when the first attempt fails.
Keep support and scope visible
The CASP public summary supports individualized planning. The Ethics Code addresses involvement, competence, assent when applicable, risk, and evaluation. ASHA supports continuous AAC access.
A practical example
Leo encounters eight planned everyday problems with the support kit available in seven. Leo selects a safe strategy in 5/7 and gets the intended result in 4/5. The missing kit stays in readiness data rather than being scored as a client failure.
Questions families can use
Does the problem matter to the person? Which tools are available? Can they ask for help? Are options safe? Who owns the issue? How is repair supported after a strategy fails?
Sources
Finni resources
