When starting early intervention for your child, one of the most common questions parents have is: “How many hours of support does my child need?” There’s no one-size-fits-all number but most children benefit from between 10 and 40 hours per week, depending on their individual needs. The right amount is guided by research, tailored to your child’s strengths and challenges, and balanced with your family’s capacity. What matters most isn’t just the number of hours, but the quality, consistency, and personalisation of support your child receives.
Best Practice and Evidence-Based Recommendations
Research consistently supports early, intensive, and individualised intervention for young children with developmental delays. According to the National Clearinghouse on Autism Evidence and Practice (2020) and studies by Rogers & Dawson (2010), children receiving 20 – 40 hours per week of high-quality, evidence-based intervention show the most significant improvements in communication, social skills, and adaptive behaviour.
However, recent research highlights the importance of a flexible, child-centred approach rather than a rigid “one-size-fits-all” model.
- Vivanti et al. (2018) found that while intensity matters, the quality of intervention and family involvement are equally critical.
- Sandbank et al. (2020) highlighted that naturalistic and play-based interventions, when embedded into daily routines, can be as effective as high-hour structured programs.
- Hanley et al. (2021) emphasised that interventions should focus on building autonomy and teaching meaningful, functional skills rather than simply increasing instructional hours.
The National Disability Insurance Scheme (NDIS) and research on early intervention models suggest that higher intensity supports can lead to better developmental outcomes, particularly for children with autism or developmental delays (Rogers & Dawson, 2010; Hanley et al., 2021).
ABA therapy often involves more hours than speech or occupational therapy because it covers a wide range of skills, like communication, social interactions, and behavior. While speech and OT are more consultative approaches, focusing on specific areas and offering guidance, ABA is more hands-on and involves lots of practice to help children build and use skills in real-life situations. It’s not just about teaching a skill once, ABA requires repetition and ongoing practice to make sure kids really learn and retain those skills. The therapy is flexible and adjusts based on the child’s progress, which is why it needs more time to be effective. Plus, ABA helps address challenging behaviors, teaching kids how to cope and make positive changes. All of this makes ABA more intensive, but also more effective in helping kids grow and thrive.
Key Factors in Determining Support Hours
1. Assessment of Skills and Capacity
Before determining intervention hours, a comprehensive assessment should be conducted to evaluate your child’s current skill level, strengths, and areas for development. This includes cognitive, communication, social, and daily living skills.
2. Parent Input and Family Schedules
While best practice recommends intensive support, it’s also essential to consider what is feasible for your family. Your child’s therapy schedule should be manageable and sustainable without overwhelming them, or you. Parental involvement is key to reinforcing learning outside of therapy sessions, so balancing direct intervention with home-based strategies is important.
3. What Other Supports Are in Place?
Your child may already be receiving support from other services such as speech therapy, occupational therapy, or early childhood education. The total amount of structured intervention across all supports should be considered when determining the number of early intervention hours needed.
4. What Has Worked (or Not Worked) in the Past?
If your child has previously received early intervention, reviewing their progress can provide insights into what level of support is most effective. Did they thrive with more structured sessions, or did they need a gentler approach? Adjustments can be made based on what has been beneficial.
5. Transition Planning and Future Goals
If your child is approaching kindergarten or school entry, additional intervention may be necessary to focus on school readiness. This includes social skills, communication, and independence.
Understanding Hour Recommendations
Based on best-practice research and individual assessments, recommendations typically fall into the following ranges:
- 25-40 hours per week: Recommended for children with significant delays across multiple domains, requiring intensive support to build foundational skills and promote independence.
- 15-25 hours per week: Suitable for children with moderate challenges who need consistent support but have some independent skills.
- 10-15 hours per week: For children with mild to moderate support needs, focusing on refining skills and preparing for transitions (e.g., school readiness).
- 5-10 hours per week: For children with minimal support needs, emphasising independence and maintenance of skills.
Rather than using a fixed number, intervention hours should be determined based on a thorough assessment of these factors:
- Effectiveness of previous interventions
- Upcoming transitions (e.g., kindergarten readiness)
- Current skill deficits
- Family capacity
- Presence of challenging behaviours
- Generalisation of skills across settings
- Impact of impairments on daily life
- Functional capacity across various environments
Adjusting Intervention Over Time
Intervention is not static. Regular reviews and progress tracking should guide any changes in hours:
- If your child is progressing well and meeting goals, hours may gradually decrease.
- If new challenges arise (e.g., increased behavioural concerns, school transition), hours may be adjusted.
- If parents feel overwhelmed or need more support in implementing strategies, a balance can be found.
Regular reviews (every 3-6 months) ensure that the support plan remains appropriate. If a child makes significant progress, their hours may be reduced, while if they require additional support, intervention can be increased.
Families also have the option of requesting an internal review with the NDIS if they believe their child’s needs are not being met.
Final Thoughts
There is no “magic number” of hours, what matters most is the quality and individualisation of the intervention. The best outcomes come from a balance of evidence-based recommendations, parent input, and an understanding of each child’s unique needs. If you’re unsure where to start, a discussion with your child’s therapist or NDIS planner can help guide you through the process.
If you have any questions or need support, feel free to reach out to the Little Co to discuss your child’s needs further.
References
- Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., … & Varley, J. (2010).: The Early Start Denver Model. Pediatrics, 125(1), e17-e23.
- Vivanti, G., Dissanayake, C., Duncan, E., Feary, J., Capes, K., Upson, S., Bent, C. A., Rogers, S. J., & Hudry, K. (2018). Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial. Autism, 23(5), 1165–1175.
- Crank, J. E., Sandbank, M., Dunham, K., Crowley, S., & Bottema-Beutel, K. (2020). Understanding the effects of naturalistic developmental behavioral interventions: A Project AIM meta-analysis. Journal of Autism and Developmental Disorders, 50(5), 1713–1727.
- Green, J., Pickles, A., Pasco, G., Bedford, R., Wan, M. W., Elsabbagh, M., … & Johnson, M. H. (2020). Randomised trial of early intervention for autism spectrum disorder: Outcomes and implications. The Lancet Psychiatry, 7(6), 491-500.
- Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2021). Enhancing early intervention: The role of skill-based treatment in supporting children’s autonomy and meaningful learning. Journal of Applied Behaviour Analysis, 54(3), 597-618.
- Sandbank, M., Bottema-Beutel, K., Woynaroski, T. G., Thrum, A., Feldman, J. I., & Kasari, C. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1-29.
- Vivanti, G. (2018). Individual differences in the response to early interventions in autism spectrum disorders: A critical overview. Current Developmental Disorders Reports, 5(2), 101-112.
- Hanley, G. (2021, September 9). A perspective on today’s ABA. Practical Functional Assessment.
