Community Horizons ABA Therapy
Get Started

Our Services

Personalized Support for Everyday Life

Every service below is delivered with the same premise: skills should be usable in the life your child actually lives. Programmes are built individually, and not every child needs or receives every service.

Get Started How We Work
Service 01

In-Home ABA Therapy

Individualized support within the home, focusing on communication, daily living, play, routines, and other meaningful skills.

Ask about in-home therapy

Home is where a child is most themselves — and where most of the meaningful skill work can actually happen. Our therapists work inside your household, using your rooms, your belongings, your schedule, and your family members as part of the teaching environment.

A typical in-home session looks less like a school desk and more like a well-planned stretch of the day. We set up activities around what your child already enjoys, embed practice into transitions and routines you already have, and fade our support as your child becomes more independent within those routines.

Skills we commonly target

  • Functional communication — requesting, choosing, commenting, protesting, and getting help
  • Daily living skills — dressing, hygiene, toileting, meal participation, tidying, and self-care
  • Play, leisure, and the ability to enjoy time independently and with others
  • Everyday routines — morning and evening sequences, transitions, and flexibility
  • Learning readiness — attending, imitating, following familiar instructions, and persistence
  • Reducing distress by changing the environment and teaching alternatives, not by forcing compliance

What sessions look like

  • Sessions are planned with you and can be scheduled around school, siblings, meals, and appointments.
  • Therapists arrive with a plan and leave with notes; you always know what was worked on.
  • Caregiver participation is welcomed and coached, not required at a set moment.
  • We adapt to the household — pets, noise, siblings, and small spaces are normal, not obstacles.
Service 02

Community-Based ABA Therapy

Opportunities to practice functional and social skills in appropriate everyday environments, such as parks, playgrounds, stores, libraries, and other community settings.

Ask about community-based therapy
Safety: Community sessions are only conducted when the plan includes appropriate supervision, safety supports, and individualized wandering or elopement risk considerations. If a setting is not appropriate for a child on a given day, we change the plan.

Generalization is the hard part of therapy. A skill that only works at the kitchen table has not really been learned. Community-based therapy takes goals into the environments where they need to hold up — with other people present, with noise, with unpredictability, and with real reinforcers available.

Sessions in community settings are deliberately planned: we choose the setting for the goal, choose the time of day to manage crowding and demands, plan the level of prompting and the exit strategy, and make sure the child is getting something genuinely worthwhile out of being there.

Skills we commonly target

  • Playground and park skills — waiting a turn, joining play, navigating equipment, tolerating change
  • Store and errand skills — staying close, following a list, handling money, waiting in line
  • Library, class, and group settings — joining an activity, using indoor voices, following group routines
  • Public etiquette that supports inclusion — greetings, personal space, volume, and patience
  • Travel and transit skills — car routines, walking routes, bus or transit, and safety responding
  • Social initiation and response with familiar and unfamiliar peers

What sessions look like

  • We select settings deliberately based on the current goal and the child's tolerance.
  • Every outing has a plan, a scaffolding level, and a respectful way to end early if needed.
  • Caregivers are welcome to join and are coached in real time; families may also observe.
  • Safety, assent, and the child's right to a break are planned in advance, not improvised.
Service 03

School-Based Assistance

We bridge the gap between home and school by collaborating with educators, supporting IEP development, and tracking behavioural progress in the classroom.

Ask about school-based support

School-based services are tailored for students who need additional support to navigate academic environments, manage classroom behaviour, and participate fully with peers. The work supports smooth transitions and consistent IEP execution.

We act as a bridge between your family and the school system. By keeping open lines of communication with educators, we make sure strategies used at home translate into the classroom, which reduces confusion and helps progress stick.

Skills we commonly target

  • Functional Behaviour Assessments (FBAs) in the educational setting
  • Collaboration on IEP support and development
  • Classroom consultation for teachers and staff
  • School-based social skills support
  • Academic and behavioural progress monitoring
  • Transition planning assistance

What sessions look like

  • We work alongside teachers and staff rather than pulling the student out of the day
  • Environmental and routine adjustments that make participation easier
  • Direct support during transitions, group instruction, and unstructured time
  • Observation and data shared back so the whole team responds consistently
  • Regular check-ins with caregivers and the school team
Service 04

Parent and Caregiver Training

Practical strategies and collaborative guidance to help caregivers support their child's development in daily routines.

Ask about caregiver training

You spend far more hours with your child than any therapist ever will. Caregiver training exists to make those hours count — by giving you a small number of strategies you can actually use, rather than a binder of theory.

Training sessions are collaborative and skills-based. We observe you in your own routines, suggest one or two adjustments, practice them together, and refine based on what your child does next. You decide what fits your family; we help you make it work.

Skills we commonly target

  • Setting up the environment so the expected behaviour is the easy one
  • Capturing and reinforcing motivation, and using preferred activities deliberately
  • Antecedent strategies that reduce escalation before it starts
  • Functional communication support — how to respond to requests, protests, and attempts
  • Consistency across caregivers, siblings, and grandparents
  • Data you can actually keep, and how to read it with your clinical team

What sessions look like

  • Caregiver sessions are scheduled regularly and can be standalone or paired with child sessions.
  • We use live practice and coaching in your real routines, not slide decks.
  • You set the priorities; we bring the framework and the troubleshooting.
  • Siblings, grandparents, and other regular caregivers are welcome when you want them involved.
Service 05

Individualized Treatment Planning

Personalized goals and support strategies informed by each child's strengths, needs, interests, and family priorities.

Ask about assessment and planning

A treatment plan is a promise about what therapy will be used for. Ours are written with you, in language you can read, for goals your family can point to in real life.

Planning begins with structured assessment and a genuine conversation about what your family wants to be different six months from now. Goals are written to be observable, meaningful, and measurable, with the settings and support persons named.

Skills we commonly target

  • Comprehensive and focused assessment, matched to what your child actually needs
  • Preference and motivation assessment so reinforcement is real, not assumed
  • Prioritized, family-approved goals written in plain language
  • Skill acquisition, communication, daily living, social, and self-management programming
  • Behavior support plans that address why a behaviour occurs, and teach alternatives
  • Scheduled re-evaluation, with the plan changed when the data says it should be

What sessions look like

  • You receive and review goals before they go into effect, and you can ask for changes.
  • Plans name who is involved, where skills are practiced, and how progress is measured.
  • Assessment findings are explained to you in plain language, not left in a binder.
  • We document medical-necessity-relevant information to support authorizations.
Service 06

Social and Functional Skill Development

Support for communication, self-advocacy, daily living, participation, and building relationships.

Ask about social and functional skills

Social and functional skills are the difference between a child who manages their day and a child who has to be managed through it. We teach both, with an explicit respect for neurodiversity.

Our social programming prioritizes communication and self-advocacy over performing typicality. Children learn to get their needs met, read and use social information, and participate in group activities at a level that is genuinely comfortable for them.

Skills we commonly target

  • Conversation, sharing information, and sustained back-and-forth interaction
  • Peer joining, cooperative play, and handling disagreements
  • Self-advocacy — asking for a break, saying no, and communicating discomfort
  • Emotional regulation strategies the child can actually use
  • Functional independence — money, time, schedules, transportation basics, and community access
  • Small-group participation with planned scaffolding and a defined exit

What sessions look like

  • We start with one-to-one and familiar partners before group demand is added.
  • Groups are small, purposeful, and structured around shared activities rather than worksheets.
  • Self-advocacy is taught alongside participation — a communicated no is always honored.
  • We do not teach a child to suppress self-expression in order to look typical.
Service 07

Ongoing Progress Collaboration

Regular communication with families and coordination with other providers when appropriate and authorized.

Ask about progress and coordination

Therapy that goes quiet between reviews is therapy you cannot trust. We keep communication regular, specific, and two-way, and we work as part of your child's wider team.

Progress is reviewed continuously against data, shared with you on a predictable schedule, and used to make decisions — including the decision to change or fade a programme. With your authorization, we coordinate with schools, SLPs, OTs, and physicians.

Skills we commonly target

  • Scheduled progress reviews with written summaries you can read and keep
  • Continuous data collection tied to active goals, reviewed by a qualified clinician
  • School and IEP collaboration, including attendance at meetings when invited
  • Coordination with speech-language, occupational therapy, feeding, and medical providers
  • Authorizations, re-authorization paperwork, and payer documentation support
  • Fading and discharge planning so services end deliberately rather than drifting

What sessions look like

  • You know in advance when reviews happen and what you will receive.
  • Recommendations come with the data behind them, including the ones that are uncomfortable.
  • Release of information is your decision; we never coordinate with others without it.
  • If a strategy is not working, you hear it from us before you notice it yourself.
Transparency

What we want to be clear about

To avoid any misunderstanding, families should know what this website does not claim.

Please note

We do not advertise 24-hour coverage, emergency services, or crisis response. If your child is in immediate danger or a medical emergency, call 911 or go to the nearest emergency department.

Please note

We do not promise specific outcomes, timelines, or rates of progress. Every child's trajectory is different and honest clinicians say so.

Please note

We do not state insurance network participation or coverage here. That is confirmed individually with your payer.

Please note

Service availability, staffing capacity, and wait times change; we confirm them with you at the time of inquiry rather than on a webpage.

Next steps

Not sure which service your child needs?

That is a completely normal place to start. Tell us what you are seeing at home and we will explain the options, including the ones that are not ours to provide.

Request Information Read the FAQs