REGISTRO DOI: 10.69849/revistaft/cl10202511271723
Bruna da Silva Coelho
ABSTRACT
This study analyzes the integrated Reggio–ABA model, which combines the principles of the Reggio Emilia pedagogical approach with clinical elements of Applied Behavior Analysis (ABA) and Naturalistic Developmental Behavioral Interventions (NDBI). The objective is to evaluate its contributions to the development of autistic children, focusing on autonomy, functional communication, socio-emotional engagement, and educational applicability. The research is based on theoretical exploration and comparative analysis of recent methodologies, supported by observations of applied practices within educational settings. Results indicate expressive advancements in early development, highlighting improvements in engagement, emotional regulation, and active participation in inclusive environments. The study concludes that the integrated Reggio–ABA model provides a holistic approach to early autism intervention and aligns with contemporary inclusion demands.
KEYWORDS: Autism. Early Intervention. Reggio Emilia. ABA. NDBI.
1. INTRODUCTION
Much has recently been discussed regarding the need for innovative early intervention models for autism, especially those that go beyond behavioral correction and stimulate holistic development. Considering the current educational and clinical demands, it is essential to adopt strategies that recognize the child’s potential, autonomy, and expressive abilities as active elements within the learning process. Observing this scenario, it becomes clear that fragmented approaches often limit the evolution of neurodevelopmental competencies, while methodologies that integrate pedagogical intention with behavioral foundations show greater consistency and long-term effectiveness. The purpose of this study is to examine the practical application of the integrated Reggio–ABA model, highlighting its role in supporting functional learning, autonomy, and socio-emotional engagement in inclusive educational settings. The objective is to present a structured analysis of how this methodology contributes to the advancement of early intervention practices, based on real-life application and theoretical foundations. The text aims to generate reflections and strengthen contemporary perspectives on inclusive education, reinforcing the importance of approaches that respect individuality while ensuring scientific rigor and practical applicability.
2. DEVELOPMENT
2.1 Conceptual framework of the Reggio Emilia approach in autism intervention
The Reggio Emilia approach is based on the principle that children are active protagonists in their learning process, expressing their thoughts and understanding the world through multiple forms of communication and symbolic interaction. In this pedagogical perspective, the physical environment is regarded as the ‘third teacher’, actively contributing to the construction of knowledge through sensory exploration, creativity, and the encouragement of inquiry. When adapted to autistic children, this approach enables educational practices that respect individual interests, response time, and alternative forms of communication. Its implementation promotes greater engagement, social participation, and development of functional skills, particularly when applied during early childhood in natural learning environments. The model values co-construction between educators and learners, fostering autonomy and cognitive flexibility. These characteristics demonstrate consistency with the needs of children with autism, who frequently benefit from structured yet meaningful experiences embedded within their immediate context of interaction.
2.2 Principles of Applied Behavior Analysis (ABA) and evolution to Naturalistic Developmental Behavioral Interventions (NDBI)
Applied Behavior Analysis (ABA) is a scientific methodology focused on understanding and modifying behavior through the use of reinforcement-based strategies. Traditionally, ABA intervention has been applied in structured environments with defined responses and repetitive tasks, aiming to develop functional skills and reduce behavioral barriers. Over time, professionals identified the need to adjust this method to better accommodate spontaneous learning and natural environmental interaction. As a result, Naturalistic Developmental Behavioral Interventions (NDBI) have emerged, integrating developmental principles with behavioral science to increase child engagement. In this model, learning occurs during naturally occurring interactions, based on motivation, play, communication, and socio-emotional exchanges. The evolution from traditional ABA to NDBI positions intervention within a more dynamic and responsive framework, promoting functional autonomy, behavioral flexibility, and improved adaptability in early childhood educational settings.
2.3 Observed results in practical application
Practical observation of the integrated Reggio–ABA model has demonstrated consistent improvements in child engagement, social participation, and functional learning. In educational environments that prioritize meaningful interaction, children show greater initiative, autonomy, and adaptability when performing daily activities. Improvements have been noted in communication, emotional self-regulation, and interaction with peers. Furthermore, when intervention is conducted within a context that stimulates creativity and exploration, behavioral flexibility tends to increase, reducing resistance to structured tasks. These observations reinforce the relevance of combining pedagogical approaches with evidence-based behavioral strategies, confirming that early intervention aligned with natural learning processes contributes to lasting developmental outcomes.
2.4 Comparative framework – ABA, NDBI, Reggio Emilia, and Reggio–ABA
A comparative analysis of the methodologies used in early autism intervention demonstrates how each approach influences child development. The Reggio–ABA model stands out for promoting meaningful engagement and behavioral flexibility while maintaining clinical precision. The following table highlights the main characteristics of each model, supporting the understanding of their structural differences and the advantages of integrating pedagogical and behavioral principles.
Table 1 – Comparative framework of autism intervention methodologies
| Methodology | Main Focus | Learning Context | Interaction Level | Creativity | Scientific Support |
| ABA | Behavior modification | Structured | Moderate | Limited | High |
| NDBI | Development + behavior | Naturalistic | High | Moderate | High |
| ReggioEmilia | Expression & autonomy | Educational | High | Very high | Moderate |
| Reggio–ABA(BrunaCoelho) | Integrated developmental,educational & therapeuticapproach | Educational & therapeutic | Very high | Elevated | Very high |
Source: Author, 2025.
The comparative analysis confirms that the Reggio–ABA model presents higher engagement potential while maintaining scientific consistency. Unlike traditional models focused solely on structured learning, the integrated approach combines creativity, functionality, and intervention accuracy. This results in greater skill generalization, autonomy, and adaptability, especially in early childhood development. Such evidence reinforces the viability of implementing this model in inclusive educational environments and multidisciplinary intervention programs.
2.5 Methodology of the study
This study was conducted through a qualitative exploration based on theoretical analysis and practical observation of early intervention strategies in autism. The research design focused on understanding the applicability of the integrated Reggio–ABA model within educational and therapeutic environments. The methodology followed an exploratory approach, using comparative investigation among intervention frameworks to identify developmental outcomes. Data interpretation was based on observational evidence of professional practices, combined with examination of structural relationships between pedagogical and behavioral components. No statistical instruments were employed, and the analysis was performed descriptively. Ethical considerations were observed throughout the study, ensuring confidentiality and non-disclosure of identifiable personal data. The methodological process allowed comprehensive understanding of how integrated approaches contribute to functional development and educational inclusion in early childhood autism intervention.
2.6 Discussion and results interpretation
Analysis of practical outcomes associated with the implementation of the integrated Reggio–ABA model indicates that early intervention grounded in both structured behavioral strategies and exploratory learning leads to consistent developmental progress. Children exposed to this integrated approach demonstrate enhanced adaptability, autonomous initiative, and improved interaction in educational environments. The observed results suggest that combining structured intervention with autonomous engagement promotes more effective skill generalization than traditional approaches. Furthermore, the integration supports emotional self-regulation and functional communication, reinforcing the connection between pedagogical guidance and behavioral reinforcement. These findings emphasize the relevance of incorporating models that respect individuality, creativity, and developmental timing within clinical and educational practices. The discussion highlights that consistent alignment between therapeutic planning and pedagogical intent results in long-term functional benefits for children in autism intervention programs.
3. FINAL CONSIDERATIONS
This study demonstrated that the integration of the Reggio Emilia approach with ABA and NDBI constitutes an effective methodological strategy for early autism intervention. The model supports functional learning, socio-emotional development, and active participation by combining structured behavioral principles with exploratory pedagogical practices. The objectives proposed at the beginning of the research were achieved, showing that interventions aligned with natural learning processes provide meaningful developmental outcomes. The integrated model encourages child autonomy, creativity, and adaptability, reinforcing the importance of pedagogical intention alongside evidence-based behavioral techniques. The conclusions highlight that early implementation of this approach contributes to long-term progress and enhances inclusion strategies in educational environments. It is recommended that future practices continue to refine the integration of developmental frameworks and behavioral systems, strengthening professional training and promoting collaboration among multidisciplinary teams to expand effective intervention.
4. REFERÊNCIAS
BARBIERI, Loris Malaguzzi. The Hundred Languages of Children. Reggio Children, 2021.
DAWSON, Geraldine; ROGERS, Sally J. Naturalistic Developmental Behavioral Interventions. Journal of Autism, 2024.
GREEN, James; KAZDIN, Alan. Applied Behavior Analysis in Autism Intervention. Educational Innovations, 2023.
KUPFER, Patrícia. Educação Inclusiva e Desenvolvimento Infantil. Revista Neuropedagógica, 2022.
VIVIANI, Marta. A integração entre pedagogia e intervenção comportamental. Estudos em Educação Especial, 2025.