Measured, not guessed
ABA Therapy Outcomes: Real Progress, Carefully Measured.
Across our clinics in Wyoming and Idaho we track four things: communication, daily living skills, taking part in a classroom, and behavior. Every child is assessed at the start and again as therapy goes on, so progress is measured rather than described.
- Every child
- Gets a standardized assessment at the start, and again as therapy continues.
- What we do best
- Helping children talk, ask for what they need, and hold a conversation.
- 120%
- Average growth in group time and classroom-readiness skills.
- 9 in 10
- Children whose challenging behavior came under control.
These figures reflect children who received services at Peak; individual progress varies.How we measure progress
Why families choose Peak
What to ask any provider — and how we answer
Your child’s progress is measured, not guessed.
A full standardized assessment at the start, and again as therapy goes on. You get the results each time.
We hold ourselves to a research standard.
Careful data is what makes ABA work — it is the strength of the field. We take it one step further: the same standardized assessment used in autism research, repeated over time, so progress is measured against exactly where your child started.
You rate your child’s team, and it counts.
Parents score their therapist and supervisor every quarter, and those scores carry weight in what the team is paid.
We catch a plateau before it costs your child months.
Automatic reporting flags goals that stop moving, so the program is changed before the next renewal rather than after it.
Quality checked every month.
Clinical notes audited every month, and therapy sessions checked against the plan roughly every 90 days — so your child’s program is delivered the way it was designed.
Built to graduate your child, not keep them.
Every plan includes a plan for leaving from the day it is written, and a doctoral-level supervisor reviews it at every renewal.
The results
Our ABA Therapy Results
Talking and conversation more than doubled.
The hardest, most meaningful areas — asking for what they need, following directions, holding a conversation, joining in at group time. Every one more than doubled.
Caught up to children their own age.
Skills for group time and classroom routines more than doubled on average, from a child’s first assessment to their most recent. And half the children in long-term ABA with Peak catch up developmentally to their peers — far enough that a classroom with children their own age becomes where they learn best.
More than 9 in 10 children saw challenging behavior come under control.
Aggression for 95% of children, wandering for 93%, refusal for 100%.
The things that get in the way of learning fell by 40%.
Not staying at the table, not following along, not asking for help. Measured across every child we assessed — the clearest drop in the whole dataset.
Nearly 8,000 skills learned.
Dressing, asking, waiting, playing — thousands of small steps, each one recorded against your child’s own plan.
Methods
How We Measure Progress in ABA Therapy
The assessment we use
The VB-MAPP, a standardized assessment used in autism research. It covers communication, daily living and social skills, taking part in a group, and the behaviors that get in the way of learning.
When it is administered
At the start of therapy, and again as therapy goes on. Each child’s first assessment is compared with their most recent, so every figure is that child measured against their own starting point.
Reporting period and children included
Peak’s clinical records as of September 2026: 304 assessments across 112 children, plus session and behavior records for 96 children. Figures that describe change over time use the 31 children with two or more assessments.
How the figures are calculated
Growth figures are averages across children, so individual children vary, and children contribute different numbers of assessments. Percentages are the change between a child’s first and most recent score.
“Caught up” and “long-term ABA”
“Long-term ABA with Peak” means those 31 children with repeat assessments — by definition the ones who stayed longest, which is worth knowing when you read the figure. “Caught up” means reaching VB-MAPP Level 3: holding a conversation, learning in a group, and following classroom routines.
“Under control”
Across the 96 children with behavior records, aggression was stable or improved for 95%, elopement for 93% and non-compliance for 100%. “Under control” means those behaviors held steady or improved — not that they were eliminated.
The 40% reduction
The VB-MAPP barriers score, which counts the things that get in the way of learning, fell from 39.3 to 23.7 on average. This is measured across every child assessed, the widest group in our records.
Nearly 8,000 skills
7,993 individual treatment targets mastered across all children at Peak, as of September 2026 — a total, not a per-child figure.
What these figures are not
These are service records, not a controlled study, so they describe what happened alongside therapy rather than proving what caused it. None of them predicts what will happen for your child.
Want to see how we would measure your child’s progress?
Wyoming 307‑212‑3284Idaho 307‑257‑5487info@pkbehavior.com