Understanding the Difference Between ABA and Masking: A Guide for Families with Children with ASD
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Understanding the Difference Between ABA and Masking: A Guide for Families with Children with ASD
When families learn about Autism Spectrum Disorder (ASD) and begin exploring therapies, they often encounter a range of opinions and concepts. Two terms that sometimes create confusion are Applied Behavior Analysis (ABA) and masking. While both relate to behavior, they are fundamentally different in their goals, methods, and implications. Understanding these differences is essential for families who want to make informed decisions about supporting their child.
This blog will provide a clear, family-friendly explanation of ABA and masking, focusing on how they relate to children with ASD.
What Is ABA?
Applied Behavior Analysis (ABA) is an evidence-based therapy designed to improve socially significant behaviors by understanding and modifying the environment around a child. ABA focuses on teaching new skills, reducing challenging behaviors, and promoting independence. It is rooted in the principles of behavior science and emphasizes individualized approaches tailored to a child’s needs (Cooper, Heron, & Heward, 2020).
For example, ABA might help a child develop communication skills, such as using words or gestures to request items, or social skills, such as taking turns during play. It can also teach adaptive behaviors, like dressing or eating independently, while reducing behaviors that may interfere with learning or safety.
What Is Masking?
Masking, on the other hand, refers to the conscious or unconscious suppression of autistic traits to conform to societal norms. This can involve mimicking neurotypical behaviors, such as making eye contact, hiding sensory sensitivities, or suppressing stimming (repetitive movements or sounds).
Masking is not a therapeutic intervention; rather, it is often a coping mechanism used by individuals with ASD to navigate environments where their natural behaviors may not be accepted. While masking may help an individual "fit in," it can also lead to significant stress, anxiety, and burnout over time (Hull et al., 2017).
The Goals of ABA and Masking
The primary goal of ABA is to empower individuals with ASD by teaching them skills that enhance their quality of life. ABA aims to increase functional independence, improve communication, and foster meaningful social interactions. For example, ABA might focus on helping a child express their needs in ways that are understood by others, reducing frustration for both the child and their caregivers.
Masking, however, is not about learning or empowerment. Instead, it often arises from external pressures to "fit in" or avoid negative judgment. Unlike ABA, which seeks to build skills and confidence, masking can suppress authentic behaviors and feelings, sometimes leading to negative emotional outcomes, such as reduced self-esteem or exhaustion (Hull et al., 2017).
How ABA and Masking Differ in Practice
ABA interventions are carefully designed to respect and accommodate a child’s unique strengths and challenges. Therapists use positive reinforcement to encourage desired behaviors and create a supportive learning environment. For example, if a child struggles with transitioning between activities, an ABA therapist might use visual schedules, timers, or verbal prompts to help the child understand and feel more comfortable with transitions (Cooper, Heron, & Heward, 2020).
In contrast, masking often involves suppressing natural behaviors without addressing the underlying needs or challenges. For instance, a child may stop stimming in public because they fear negative reactions, but the sensory need driving the stimming remains unmet. Over time, this can lead to emotional distress and a sense of disconnection from one’s true self (Hull et al., 2017).
The Role of Choice and Autonomy
One critical distinction between ABA and masking is the emphasis on choice and autonomy. In ABA, the focus is on teaching skills that a child can use when they choose to. For example, a child might learn to ask for a break when overwhelmed, rather than engaging in a meltdown. This skill gives the child more control over their environment and supports their well-being.
Masking, by contrast, often involves a lack of choice. Individuals may feel compelled to hide their autistic traits due to societal pressures or fear of judgment. This lack of autonomy can contribute to feelings of isolation and emotional fatigue.
Addressing Concerns About ABA and Masking
Some critics of ABA express concerns that it may encourage masking, particularly if therapy focuses too heavily on compliance or suppressing behaviors like stimming. However, modern ABA emphasizes understanding and respecting the reasons behind behaviors. For example, stimming is often recognized as a self-regulating behavior that should not be discouraged unless it poses a risk to safety or significantly interferes with learning (Leaf et al., 2016).
Parents can work closely with their ABA team to ensure that interventions align with their child’s needs and values. Open communication with therapists can help ensure that therapy focuses on building skills and confidence, rather than imposing unrealistic expectations.
How Families Can Support Authenticity
Families play a vital role in supporting their child’s authenticity and well-being. Here are some ways to foster an environment that values and respects your child’s individuality:
- Create a safe space. Encourage your child to express themselves freely at home, whether that means stimming, using alternative communication methods, or pursuing their unique interests.
- Collaborate with therapists. Work with your ABA team to set goals that prioritize your child’s happiness and self-expression. Discuss the importance of respecting your child’s natural behaviors and sensory needs.
- Educate others. Help family members, teachers, and peers understand the difference between teaching functional skills and expecting conformity. Advocating for your child’s needs can create a more accepting and inclusive environment.
The Long-Term Impact
ABA and masking represent two very different approaches to behavior. While ABA focuses on empowering individuals with ASD to build meaningful skills and relationships, masking often arises from external pressures that can be harmful over time. By understanding these differences, families can make informed decisions about how to best support their child.
When implemented thoughtfully and respectfully, ABA can be a powerful tool for helping children with ASD achieve their potential while maintaining their authenticity. By fostering a supportive environment that values individuality, families can help their child thrive both in therapy and in life.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.-C., & Mandy, W. (2017). "Putting on My Best Normal": Social Camouflaging in Adults with Autism Spectrum Conditions. Journal of Autism and Developmental Disorders, 47(8), 2519–2534.
Leaf, R. B., Taubman, M., McEachin, J., & Driscoll, M. (2016). Crafting Connections: Contemporary Applied Behavior Analysis for Enriching the Social Lives of Persons with Autism Spectrum Disorder. Different Roads to Learning.
