ABA for Pushing & Shoving in Autism

Pushing classmates in the lunch line, shoving a sibling off the couch, or pushing an adult blocking the doorway — these moments are stressful and often land children in trouble at school. ABA looks past the behavior itself to understand what need is driving it, and teaches a better way to meet that need.

Why pushing and shoving happen

Pushing is one of the most socially common forms of aggression in young children, and in children with autism it is especially frequent because it is physically effective and requires no language. A child might push to get access to a space or item, to escape a crowded or overwhelming situation, to initiate contact with a peer (often without understanding the social impact), or simply because they have not yet learned another way to communicate “I need room” or “I want that.” Sensory overwhelm in crowded spaces is also a common contributor — see sensory processing.

ABA’s approach to pushing

After a functional assessment identifies the driver of the pushing, ABA teaches a specific replacement skill: asking for space verbally or with a visual, tapping a shoulder rather than shoving, waiting with a visual schedule, or using a communication device to request access. Social skills instruction often runs alongside the behavior plan to help the child understand personal space and appropriate peer interaction. Related: social skills and requesting.

Frequently asked questions

This page is general educational information, not medical advice. Every child is different — a BCBA can assess your child’s specific needs. Autumn ABA serves families in all 21 NJ counties; see where we provide ABA therapy.

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