ABA has a body of empirical evidence to support its use and has validated many techniques as evidence-based practices through extensive research. As mentioned, most people, including practitioners in the field, associate ABA as a way to change the behaviors of students with autism. However, the focus of ABA is much broader and more comprehensive than this view, and coupled with the ethical code, seasoned practitioners understand both the advantages and limitations of its use (Ruiz & Roche, 2007). It is more than just a set of techniques or a certain procedure for instruction, including Discrete Trial Training. It is a philosophy and a way to solve problems. Further, many of the criticisms of ABA are because of implemented practices that are not fully grounded in the true science of ABA (Trump et al, 2018). ABA is the perfect science to use in the education of all students, because many things we do as humans can be classified as “behavior”. A behavior can have many definitions, but for our purposes, we propose that a behavior is anything that an organism does that changes the environment in any way. Therefore, a behavior could be reading a word on a page, picking up a pencil, or completing the steps to a math problem.