Perspectives from ABA Practitioners (Part II of II)

Interview conducted by Cecilia Wayua, MSc, Extern and Brittany Faith Thacker, EdD, BCBA, Extern
Association for Science in Autism Treatment

Introduction

Brittany: Welcome to Part II of our interview with ABA practitioners in Africa. Part 1 of this interview was published in the October 2025 issue of Science in Autism Treatment, and we explored how autistic individuals are viewed and the challenges they face together with their families. We also discussed the difficulties associated with accessing information, affordable therapies, and trained practitioners. In this second installment, we will talk more specifically about advocacy efforts by clinicians and parents in getting science-based treatments for individuals diagnosed with autism spectrum disorder (ASD). We will also discuss how practitioners balance the delicate divide of providing research-based interventions while honoring the culture of their clients.

Interviewees:

Ashley Knochel (Kenya), PhD, BCBA-D, IBA, Behavior Analyst
Freda Nabayunga (Uganda), MSc Psychology, IBA Candidate
Pooja Panesar (Kenya & Tanzania), DBH, BCBA/QBA/IBA, MEd, Behavior Analyst
Martha Angila (Kenya), IBA, Behavior Analyst
Priscilla Afriyie (Ghana), IBA, Special Educator
Eziafakaku Nwololo (Nigeria), PhD, BCBA, QBA, Behavior Analyst

Cecilia: Thank you all for continuing to share your insights and experiences with our readers in the first part of our interview. With all these challenges—misleading treatments, high costs, and limited teacher training—what’s being done in your respective countries to make more people aware of the relevance of science-based autism treatments? And where do you see the biggest opportunities to improve access and support?

Dr. Knochel (Kenya): Dissemination efforts are growing, but we are still in the early stages of widespread access. One major step forward has been the establishment of ABA-based clinics and the training of local therapists. Organizations like AfriCare ABA are working hard to demystify Applied Behavior Analysis (ABA) and adapt it to the Kenyan context, moving away from rigid models and instead embracing family-centered, strengths-based approaches. That said, there’s a need for more structured mentorship pathways, better integration of neurodiversity perspectives in training curricula, and stronger regulation to ensure ethical standards are maintained. We also need more research that’s locally grounded, looking at what works in Kenyan communities and how we can build from that.

Freda (Uganda): Unfortunately, efforts to disseminate science-based treatments have been minimal. There are some treatments that have been presented as cures, and these are popular since most parents who have the means want to “get rid of autism and get their children back.” As such, there is still a lot to do to share about treatments that have been proven to work so that we can restore hope to families and, in a way, help to change the life trajectory of our children.

Martha (Kenya): One of the significant breakthroughs has been the lifting of credentialing barriers through the International Behavior Analysis Organization (IBAO). By making coursework and certification more accessible, IBAO has opened doors for more professionals in Kenya to pursue qualifications in behavior analysis. Advocacy and awareness efforts have also grown, leading to more recognition of ABA and an increasing demand for services. A major area for improvement is the expansion of services beyond the capital city, particularly into rural regions where access remains virtually nonexistent.

Afriyie (Ghana): In Ghana, the dissemination of science-based treatments for autism has largely been parent-driven. Many parents enrolled in online courses, brought in professionals from abroad, or started centers to meet the needs of their children. While some of these initiatives are grounded in evidence-based practices, others are not due to a lack of regulation and limited local expertise at the time. Until very recently, Ghana’s own universities did not offer specialized programs in fields critical to autism support, such as speech and language therapy or occupational therapy. These programs are only now beginning to emerge, which is a positive step, but we are still in the early stages of building a robust, science-informed workforce. Applied Behavior Analysis (ABA), one of the most widely recognized evidence-based treatments for autism, was introduced in Ghana just over a decade ago, again, through the efforts of parents who sought proper training and followed international standards. Since then, awareness and application of ABA have grown, but it’s still a relatively new field in the country and not yet fully understood by the broader public. One key challenge is the absence of regulatory oversight. At present, there are more care homes than structured treatment centers, and no national body officially regulates autism therapy practices. This means that anyone can open a center, regardless of training or credentials, which poses a serious risk to the quality and consistency of care. Recognizing this gap, different professional associations have emerged in recent years to promote standards and support practitioners. One such effort is the Association for Behavior Analysis in Ghana (ABAG), which I co-founded alongside a small group of certified International Behavior Analysts (IBAs). Our mission is to ensure accountability, uphold professional standards, and advocate for science-based interventions throughout the country. There is still much to be done. We need stronger academic pipelines, more locally trained professionals, increased government involvement, and widespread public education.

Dr. Pooja Panesar (Kenya & Tanzania): There are more parent support groups through platforms such as WhatsApp, where information is shared in both countries, but the information is mostly anecdotal. In Tanzania, Kaizora has held several workshops and open days to disseminate information, but it is still a work in progress. There is also a WhatsApp group there, and the leader of the group, a developmental pediatrician, holds training sessions in addition to a few other organizations that were started by caregivers. Areas of improvement would be to have a caregiver course series, more workshops, and support networks across both regions, and ensure validated information is more accessible.

Dr. Eziafakaku (Nigeria): Outside urban areas, access to evidence-based interventions is limited. Organizations such as Shades of Life Care Limited (SOLC) and a handful of others have been accredited as coursework providers by the Qualified Applied Behavior Analysis (QABA) Credentialing Board. For instance, SOLC has trained nearly 1,000 individuals (teachers, parents, caregivers, and professionals) in the science and application of ABA in schools, clinical settings, and homes. The most crucial step is to establish a regulatory body in Nigeria, which is currently in progress. Once the practice is regulated and paraprofessionals are supervised, service provision should be more streamlined, with fewer families subjected to non-evidence-based interventions.

Cecilia: It sounds like there’s real momentum, but also some big gaps still to fill, which might make navigating the space between evidence-based care and deeply held cultural beliefs complex. How do you, as a practitioner, promote effective, research-based interventions while honoring the values, faith, and cultural identities of the families you serve?

Freda (Uganda): Thank you for this question. Well, I make it a point to learn about the values, culture, and religion of the families that I serve by asking them questions, looking up information from additional sources, and observing their interactions. Observation usually gives me insight into unspoken family dynamics and values. In addition, I have learnt to honor the importance of faith in the lives of our clients and provide options. For example, a parent who is not comfortable with a diagnostic assessment because of its “finality”, yet they are still hoping and praying for a miracle, will reject it but may be open to a skills assessment. Insisting on diagnostics in this case is futile because it conflicts with the parents’ beliefs at that moment. Another way I honor the families’ beliefs and culture is through listening to their expectations, concerns, and making decisions jointly. I may explain why I recommend one strategy and not the other, modify recommended strategies to align with their values, or build upon what they have always done if it has been proven to work and is safe for the child.

Martha (Kenya): Navigating the space between evidence-based care and deeply held cultural beliefs requires a lot of sensitivity, respect, and collaboration. I have had the privilege of working with families from diverse faith and cultural backgrounds, and I’ve learned that meaningful care begins with listening. Whenever I take on a new client, I ask, both in writing and during our discussion, what cultural or religious practices are important to them as a family. This helps me integrate special traditions such as Eid, Christmas, or Diwali into therapy planning so that Applied Behavior Analysis (ABA) aligns with family values rather than conflicting with them. Beyond holidays, I also adapt my approach to respect daily cultural practices around dressing, toilet training, and eating, among other things that come up. This shared understanding helps dismantle retrogressive beliefs that threaten the safety and dignity of autistic individuals, replacing them with informed, compassionate care.

Dr. Eziafakaku (Nigeria): I usually start with an interview to understand the client’s needs, experience(s), and values. I then explain what we do and how we do it. We also train the parents on the same science and strategies we use, thus empowering them as co-practitioners who are responsible for their child’s care. This allows them to build confidence, speak with us when they don’t understand or are not in agreement with what we are doing. Ultimately, if families want us to use strategies or implement interventions that do not align with our core values, especially evidence-based strategies, we let them know we cannot implement them and that they need to consult with the appropriate professional.

Cecilia: Across your responses, listening and learning emerge as foundational to effective work with the families you serve. By truly attending to families’ beliefs, concerns, and hopes, I am sure our readers can appreciate how this better prepares you to adapt evidence-based care in ways that feel respectful and compassionate rather than imposed and rigid. As professionals, you’re on the frontline of shaping how autism treatment is understood and delivered. Do you see colleagues really coming together to advocate for evidence-based approaches, or is it still more of an individual effort? What about the parents? Are they organized, or is everyone fighting on their own?

Dr. Knochel (Kenya): There are emerging professional communities, such as local Board Certified Behavior Analysts (BCBAs) and inclusive education coalitions, that are beginning to come together to advocate for evidence-based, neurodiversity-affirming treatment. However, formal infrastructure remains limited. Currently, there are only four locally certified BCBAs in Kenya, with a few newly certified International Behavior Analysts (IBAs) joining the field. Unfortunately, IBA certification at this time only requires a two-year diploma, which creates further challenges in ensuring that science is disseminated effectively due to the lower educational standards required. The local BCBAs have initiated efforts to formalize the Kenyan Association of Behavior Analysis (KABA) to help regulate standards and establish accountability within the profession, but these efforts are still in their infancy stages. On the other hand, parents are perhaps the most powerful force right now. Many are organizing informally through WhatsApp groups, church and other religious communities, and parent networks to share resources and push for better services for their children. The challenge is turning these passionate, grassroots efforts into formalized, sustainable advocacy groups that can influence policy and systems on a large scale.

Freda (Uganda): Professionals, parents, and caregivers come together to celebrate autism awareness in April by engaging in several activities like walks, talks, a run, and a camp or two. There are WhatsApp groups for parents and other practitioners where information is shared, but it’s a mixture of personal experiences, information about possible cures, and social support. I am unaware of any organized advocacy that is pushing for science-based treatment. I believe that everyone is mostly fighting on their own.

Martha (Kenya): Professionals in Kenya have begun organizing to promote evidence-based treatments for autism, primarily through training sessions, workshops, and conferences. However, these efforts are still developing and need greater support. Unfortunately, parents are largely unorganized. Most families are navigating this journey in isolation, without the collective voice or support networks that could drive policy change or increase access to resources. There is a strong need to empower and unite parents so they can advocate more effectively for their children.

Afriyie (Ghana): Yes, there have been significant steps by professionals in Ghana to organize and advocate for evidence-based autism treatment, though we are still building momentum. A few of us who are internationally certified, particularly those trained in ABA, have come together to form the Association for Behavior Analysis in Ghana (ABAG). There are other associations for speech therapy, occupational therapy, and other allied support. On the parents’ side, it’s a bit more fragmented, though that’s starting to change. Historically, most parents have been fighting alone, simply because there was no roadmap. Many were told their child was cursed, or they didn’t know where to go for support. Some turned to online platforms or created small, informal WhatsApp groups just to survive the emotional and financial burden. But in recent years, there’s been a shift. Some parent groups have started forming around therapy centers or social media pages. At The Mind Bridge, we recently held a wellness event called Pause & Replenish specifically for parents, because we saw how isolated and mentally drained many of them felt. The feedback confirmed it: they are hungry for community, for information, and for support systems that go beyond their immediate family.

Dr. Pooja Panesar (Kenya & Tanzania): That’s a great question. As of the current situation, I cannot say that the efforts to disseminate evidence-based autism spectrum disorder (ASD) treatment are organized. Most organizations that exist were started by parents or professionals individually and are looking for ways to survive and thrive without government or other external support. Funding is always a challenge when trying to create a movement, and most organizations struggle with that. Having said that, there is a shift in Kenya where the government is trying to advocate for inclusion and allocate a budget for it – time will tell how well it is implemented.

Dr. Eziafakaku (Nigeria): There are several parent forums and organizations advocating for children and individuals with autism. Some have parents who are knowledgeable about the differences between evidence-based treatments and those that are not. For instance, when I train parents, I explain that my mission is to equip them with the necessary tools to ask pertinent questions of those who work with their children and keep them engaged. Remember that I am a parent practitioner (smiles) who has been in their position. Recently, younger professionals have begun to unite in advocating for evidence-based and ethical treatments. Beyond this, I would say that most families and professionals are largely on their own.

Cecilia: It’s exciting to see progress, but it seems like there’s still a long road ahead. From your perspective, how can the international ABA community support your mission?

Dr. Knochel (Kenya): That is a good question. International organizations can support us by providing open access to culturally adapted training resources, offering mentorship and supervision for Kenyan professionals pursuing certification, funding local research projects and training programs that are community-driven and supporting the creation of regulatory frameworks to uphold ethical standards in practice.

Martha (Kenya): By supporting outreach beyond Nairobi, especially in rural towns. Offering training and resources, providing access to science-based training materials, webinars, and parent-friendly guides to help build local capacity, and facilitating connections between Kenyan professionals and global experts to support mentorship, collaboration, and continued learning.

Afriyie (Ghana): Training and capacity building by providing access to training materials, webinars, and mentorship from experienced professionals. Partnerships to co-host virtual or in-person workshops could also strengthen the local understanding and implementation of evidence-based practices. Global amplification through sharing stories from Ghana on your platform about what’s working, what we’re building, and what we need can amplify our voice and inspire more support and collaboration. It would also help highlight how global solutions must be adapted to local realities. Together, we can build a future where evidence-based treatment is not a privilege for the few, but a right for every child, no matter where they are born.

Dr. Pooja Panesar (Kenya. Tanzania): Having a database, or links to validated databases, can help connect parents to professionals in the area.

Dr. Eziafakaku (Nigeria): Through opportunities for collaboration and resource sharing, fostering growth rather than sidelining or diminishing efforts. Furthermore, access to international resources such as journals and professionals that support training efforts.

Cecilia: Thank you for these suggestions on ways that the international community can support you. One of the ways that ASAT attempts to support the global community is by sharing flyers that showcase both our website and our free, monthly publication, Science in Autism Treatment already available in 28 languages including, Swahili, French, and Arabic, in addition to translating articles and creating memes. We offer instructions on how to translate our online content here. We also offer a structured 150 hour externship experience and are fortunate to have participants from India, Australia, Brazil, UAE, the Philippines, Ireland, and the Caribbean. How else can we be helpful to you?

Freda (Uganda): I would like to collaborate with ASAT to explore ways in which we can provide accurate information and resources to parents, teachers, and health care practitioners (I believe that well-informed health care practitioners are powerful allies in early detection and ongoing support). In addition, partnering to develop culturally responsive training programs that can be translated into local languages would increase access to the right information. These efforts would go a long way toward increasing awareness, promoting evidence-based practices, and improving support for individuals with autism.

Afriyie (Ghana): By sharing resources: Many professionals and parents in Ghana lack access to up-to-date, research-backed resources in formats that are clear and culturally adaptable. ASAT could assist by sharing or co-developing simplified, context-sensitive toolkits, infographics, and guides that can be disseminated across schools, clinics, and community centers, especially in underserved areas.

Dr. Pooja Panesar (Kenya & Tanzania): Articles that raise awareness are always great as ASAT is a website that comes up when parents first look for information in the field.

Dr. Eziafakaku (Nigeria): One such form of help is this interview. When we have access to platforms that allow us to share our story, we are seen and acknowledged. In this way, people become aware that work is being done on the continent.

Cecilia and Brittany: Such wonderful ideas. ASAT would be open to collaborating on some translated articles and have developed content in Hindi, Spanish, and Russian, to date as well as memes in seven languages. We are so appreciative of the undertakings you are doing to support autistic individuals and their families. All of you discussed how dissemination efforts for evidence-based treatment options for ASD are in their early stages and lack an organized foundation of support and access for families in your respective countries. We are excited for endeavors to create ongoing partnership efforts, including resource sharing and training opportunities for families and providers. Thank you for your agreement to collaborate in this interview to help raise awareness for families and individuals impacted by ASD.

Reference for this article:

Wayua, C., & Thacker, B. (2026). Navigating beliefs, misconceptions, and therapeutic practice in Africa: Perspectives from ABA practitioners (Part II). Science in Autism Treatment, 23(3).

Other Related International Interviews:

Related ASAT Articles:

Related Media Watch Letters:

Informational Flyers:

#International

Navigating Beliefs, Misconceptions, and Therapeutic Practice in Africa: Perspectives from ABA Practitioners (Part II of II)