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PPM 140: ABA in Ontario Schools

Since 2007, Ontario school boards have had to offer autistic students special education programs, including programs using Applied Behaviour Analysis (ABA) methods where appropriate. Most parents do not know this policy exists.

Direct answer

PPM 140 is an Ontario Ministry of Education memo about ABA methods in schools. Since 2007, Ontario school boards have had to offer autistic students special education programs and services, including programs using Applied Behaviour Analysis (ABA) methods where appropriate. Principals must make sure ABA methods are written into the student's IEP where appropriate.

Policy/Program Memorandum 140: Incorporating methods of applied behaviour analysis (ABA) into programs for students with autism spectrum disorders (ASD) · Verified 2026-08-10

PPM 140 at a Glance

  • PPM 140 (2007) says every Ontario school board must offer autistic students programs using ABA methods where appropriate
  • Where appropriate, the principal must make sure ABA methods are written into the IEP. Ask for named techniques, not vague references
Show all 5 facts
  • Principals must invite outside staff who have worked with your child, such as an ABA provider, to give input into the IEP, and make sure a transition plan is in place
  • If your school says "we don't do ABA," this may conflict with provincial policy (PPM 140)
  • Escalation path: principal → superintendent → SEAC → Ministry of Education → HRTO
Verified: 2026-08-10Scope: Ontario, Canada

What PPM 140 Actually Requires

PPM 140 says every Ontario school board must offer autistic students programs using ABA methods where appropriate, and that principals must make sure those methods are in the IEP where appropriate.

Policy/Program Memorandum 140, issued by the Ministry of Education in 2007, gives direction to all Ontario school boards. Its two requirements use the word "must." Here is what it says:

Requirements described by PPM 140 · Policy/Program Memorandum 140 (2007)
RequirementWhat it meansSource
ABA as Instructional ApproachSchool boards must offer students with ASD special education programs and services, including programs using ABA methods where appropriate. PPM 140 calls ABA an effective way to teach many students with ASD, and says it can be used in a variety of situations.PPM 140
Input From People Who Know Your ChildThe principal must make sure relevant school board staff and community staff who have worked with your child are invited to give input and take part in the IEP process. PPM 140 says community staff can include autism program providers, therapists and psychologists.PPM 140
Transition PlanningSchool board staff must plan for transitions for students with ASD, such as starting school, changing classrooms or grades, or moving from an outside agency to a school. The principal must make sure a transition plan is in place. For the start of school, ABA methods must be used to support the move where appropriate. PPM 140 calls it essential that staff work with parents and community agencies, and says a professional already working with your child should be involved.PPM 140
IEP IntegrationWhere appropriate, the principal must make sure ABA methods are written into the student's Individual Education Plan. Ask for the IEP to name specific techniques, not just say "behaviour support."PPM 140
ABA PrinciplesABA programs must be individualized and use positive reinforcement, and data on progress must be collected and analysed on an ongoing basis. Teaching should also help the student use new skills in other settings. The goal is growing independence.PPM 140

Source: Policy/Program Memorandum 140 · Verified 2026-08-10

PPM 140 does not require one-to-one therapy, a set number of hours or a particular provider. "Where appropriate" means the program is decided student by student.

ABA in Schools vs. ABA in Clinics

School-based ABA looks different from clinic-based ABA. Understanding the difference helps you advocate for the right level of support.

School-Based ABA

  • Naturalistic strategies embedded in the school day
  • Visual schedules and token economies
  • Discrete trial teaching during small group time
  • Behaviour support plans for challenging moments
  • Social skills groups and structured transitions
  • Typically less intensive than clinic ABA

Clinic-Based ABA

  • commonly 20 to 40 hours weekly of structured therapy (hours individualized with a clinician)
  • 1:1 therapist-to-child ratio
  • Intensive discrete trial training
  • Controlled environment with fewer distractions
  • Data collection on every trial
  • Supervised by a BCBA (Board Certified Behavior Analyst)

The Gap Parents Must Know

Many children transition from intensive 1:1 ABA therapy (20+ hours/week) to school where they receive zero ABA support. PPM 140 says that where ABA methods are appropriate for a student, the board must offer a program that uses them. It also says the move into school is of particular importance for students with ASD. That duty belongs to the board, not to you.

How to Request PPM 140 ABA Support

Follow these steps to ensure your child receives ABA-based support as required by provincial policy.

  1. Know What PPM 140 Requires

    Read the policy. PPM 140 says school boards must offer students with ASD special education programs and services, including programs using ABA methods where appropriate. It is not a request, it is provincial policy from 2007. When you cite it by name, schools take notice.

  2. Document Current ABA Supports

    Gather records of any ABA therapy your child receives privately or through OAP. Document specific strategies, behaviour plans, and goals that should carry into the classroom.

  3. Write to the School (Reference PPM 140)

    Send a written request to the principal and special education coordinator specifically requesting ABA-based instructional strategies under PPM 140. Reference the policy by name and number.

  4. Involve Your ABA Provider

    Ask your child's ABA therapist or BCBA to provide a transition plan or attend the school meeting. PPM 140 says the principal must invite community staff who have worked with your child, such as autism program providers, to give input into the IEP.

  5. Get ABA Strategies Written Into the IEP

    Ensure specific ABA strategies appear in the IEP: visual schedules, discrete trial teaching, naturalistic strategies, token economies, behaviour support plans. Reject vague language like "behaviour support."

  6. Escalate If Denied

    If the school refuses, request the refusal in writing. Escalate: superintendent → school board trustee → SEAC → Ministry of Education. Consider contacting ARCH Disability Law Centre or filing a human rights complaint.

Template: PPM 140 Compliance Request Letter

Dear [Principal Name] and [Special Education Coordinator],

I am writing to request a meeting regarding Applied Behaviour Analysis (ABA) support for my child, [Child Name], under Policy/Program Memorandum 140 (2007).

PPM 140 says school boards must offer students with Autism Spectrum Disorder special education programs and services, including, where appropriate, programs using ABA methods. It also says the principal must make sure ABA methods are written into the IEP where appropriate. Specifically, I am requesting:

  1. ABA-based instructional strategies be incorporated into [Child Name]'s IEP
  2. A transition meeting with [Child Name]'s external ABA provider, [Provider Name]
  3. Information about ABA training provided to [Child Name]'s classroom teacher and EA
  4. A timeline for implementing ABA strategies in the classroom

[Child Name] currently receives [X hours/week] of ABA therapy through [private provider / OAP]. The strategies used include [list specific strategies]. Continuity of these evidence-based approaches in the school setting is essential.

I would appreciate a response within 10 business days to schedule this meeting.

Sincerely,
[Your Name]

The Compliance Reality

Ontario's open data catalogue describes a yearly Ministry survey of school boards on PPM 140, starting in 2008. The survey data is not available to the public: the catalogue lists it as under review. PPM 140 also says each board should consult its Special Education Advisory Committee (SEAC) about how the memo is being carried out, at least once a year. Your board's SEAC is a good place to ask.

Common Responses When Parents Request ABA

"We don't have ABA-trained staff."

PPM 140 says that where ABA methods are appropriate for your child, the board must offer a program that uses them. Finding trained staff is the board's problem to solve, not a reason to deny your child support.

"ABA is a therapy, not an educational approach."

PPM 140 explicitly calls ABA an effective instructional approach for many students with ASD. This argument contradicts the policy.

"We use other evidence-based methods."

PPM 140 specifically names ABA. Other methods may complement ABA, but where ABA methods are appropriate for your child, they do not replace the board's duty to offer a program that uses them.

Frequently Asked Questions

PPM 140 (2007) says school boards must offer autistic students special education programs and services, including programs using Applied Behaviour Analysis (ABA) methods where appropriate. Principals must make sure ABA methods are in the student's IEP where appropriate, invite school and community staff who have worked with the student to give input into the IEP, and make sure a transition plan is in place. PPM 140 does not require one-to-one therapy, a set number of hours or a particular provider.

Policy/Program Memoranda set out the Ministry of Education's direction and expectations for school boards. They are not legislation, but boards are expected to follow them. Ontario's open data catalogue describes a yearly Ministry survey of school boards on PPM 140, starting in 2008, but the survey data is not available to the public. Non-compliance can be raised with the Ministry, the school board superintendent, and SEAC.

School-based ABA involves naturalistic strategies embedded in the school day, visual schedules, token economies, discrete trial teaching during small group time, behaviour support plans, social skills groups, and structured transitions. It is typically less intensive than clinic-based ABA but should be consistent and evidence-based.

Request the refusal in writing. PPM 140 applies to every school board: where ABA methods are appropriate for your child, the board must offer a program that uses them. Escalate to the superintendent, then the school board trustee, then SEAC. You can also file a complaint with the Ministry of Education, contact ARCH Disability Law Centre, or file a human rights complaint.

PPM 140 covers students with autism spectrum disorder (ASD). It does not say your child must first be formally identified by an IPRC, and it says school boards may develop an IEP for a student who has not been formally identified as exceptional. Schools must also provide accommodations to any student with demonstrated needs, even without formal identification. An IPRC identification still helps: once an identified student's placement starts, the principal must make sure an IEP is developed.

PPM 140 says the principal must make sure ABA methods are written into the IEP of a student with ASD, where appropriate. Those methods should be named, not left as vague references to "behaviour support": for example visual schedules, discrete trial teaching, naturalistic strategies, token economies, behaviour support plans.

Verified references and sources

Official Government Sources

  • [2024]
    Ontario Education Act — Special Education Requirements (IPRC, IEP)
    Government of Ontario • Government • 2024-01-01
    View
  • [1998]
    Ontario Regulation 181/98 — Identification and Placement of Exceptional Pupils
    Government of Ontario • Government • 1998-04-01
    View

Official Organizations

  • [2025]
    Autism Spectrum Disorders Fact Sheet (updated September 17, 2025)
    World Health Organization (WHO) • Official • 2025-09-17
    View

Peer-Reviewed Research

  • [2010]
    Randomized, Controlled Trial of an Intervention for Toddlers With Autism: The Early Start Denver Model
    Dawson G, Rogers S, Munson J, et al. (Pediatrics) • Academic • 2010-01-01
    View
  • [2018]
    Early intensive behavioural intervention (EIBI) for young children with autism spectrum disorders (ASD)
    Reichow B, Hume K, Barton EE, Boyd BA (Cochrane Systematic Review) • Academic • 2018-05-09
    View

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Claims and sources from this page(3)

What does PPM 140 require Ontario schools to do for autistic students?

Policy/Program Memorandum 140 (2007) says Ontario school boards must offer students with ASD special education programs and services, including programs using Applied Behaviour Analysis (ABA) methods where appropriate. [Ministry of Education] Principals must make sure ABA methods are in the student's IEP where appropriate, invite school and community staff who have worked with the student to give input, and make sure a transition plan is in place. It does not require one-to-one therapy, a set number of hours or a particular provider.

Source: Ontario Ministry of Education - PPM 140 · Open source record

Do Ontario school boards comply with PPM 140?

Ontario's open data catalogue describes a yearly Ministry survey of school boards on whether they meet PPM 140's requirements, starting in 2008. [data.ontario.ca] The survey data is not available to the public: the catalogue lists it as under review, and the record was last validated in February 2017.

Source: Ontario Open Data - PPM 140 Board Compliance · Open source record

What are common school accommodations for autism?

Typical accommodations include extra time, quiet work spaces, visual schedules, break access, and reduced homework. [OHRC] Despite these proven supports, 47% of families report insufficient school accommodations-suggesting systemic failure to implement legally required adaptations for autistic students. [OAC]

Source: Ontario Human Rights Commission [OHRC] & OAC · Open source record

Sources on this page

The source chain stays visible.

Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.

Facts4
Sources5

Early Start Denver Model (ESDM) delivered to children aged 18–30 months produced significant gains in IQ, adaptive behaviour, and autism severity — some children no longer met diagnostic criteria at follow-up

Primary sourceDawson G, Rogers S, Munson J, et al. (2010)Verified 2010-01-01

Cochrane systematic review finds evidence that early intensive behavioural intervention (EIBI) may produce positive effects on adaptive behaviour and communication for young children with ASD (low certainty of evidence)

Primary sourceReichow B, Hume K, Barton EE, Boyd BA (2018)Verified 2018-05-09

WHO recommends accessible, community-based early interventions for children with autism. Timely evidence-based psychosocial interventions improve communication and social engagement

Primary sourceWorld Health Organization (2025)Verified 2025-09-17

Under Ontario Regulation 181/98, an Identification, Placement and Review Committee (IPRC) can place a student in a special education program. Once that placement starts, the principal has 30 school days to make sure an Individual Education Plan (IEP) is completed. Ministry policy (PPM 140) also lets boards write IEPs for students who have not been formally identified by an IPRC

Primary sourceGovernment of Ontario (1998)Verified 2026-10-04
Last system verification: 2026-08-10. Next scheduled update: 2026-11-05.
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