Bob Chan, an applied behavior analyst who introduced the unique perspective of autism spectrum disorder and the theory of ABA in his book, "ABA for Beginners - Theory," introduces various techniques for teaching children with developmental disabilities using ABA in his follow-up book, "ABA for Beginners - Practice."
The ABA techniques introduced by the author are a result of the diverse experiences and know-how accumulated over a long period of time while teaching children in therapeutic settings.
In the first part of the book, the author presents three principles that must be followed when teaching a child with ABA.
First, therapists and parents should not be deceived or defeated by the child, but should be more persistent than the child. Second, when teaching a child, start with easy things and proceed slowly. Third, when a problem behavior occurs, do not give up and deal with it until the child complies.
They claim that children's development is possible just by following these principles.

This article introduces a program that applies various techniques used when teaching children with ABA.
The first reinforcement sampling we are introducing is a program that builds intimacy with the child and provides the child with various reinforcements.
Next, for children who have difficulty communicating, we suggest nonverbal communication skills such as pointing, yes/no, and picture exchange, the 'come here' program for following basic directions, the 'waiting' program to develop patience, the 'action imitation' program to develop imitation skills, matching techniques, and the 'non-instructional teaching method', which is a basic language program.

In addition, the author emphasizes play and exercise as important programs to teach children.
Children who have not yet mastered play skills must be taught how to play and pursue pleasure through self-stimulation, such as stereotypic behavior, so that they can stop stereotypic behavior and enjoy a variety of play.
They also argue that children who lack social skills should be taught more play skills because they can get along with their peers through play.
While Korean parents are primarily concerned with learning, the author says that for children with developmental disabilities, outdoor activities, including exercise, are more important than learning.
Finally, the authors caution that when applying ABA techniques, it's important to remember that what works for one child may not work for another.
As the word spectrum implies, each child is different, so what works for one child may not work for yours.
Therefore, when applying ABA, it is important to find and apply the right technique for your child.

If parents think their children are helpless and incapable of doing anything, they will actually become helpless children.
If you think your child can't do anything, he or she will actually be unable to do anything.
Children cannot exceed their parents' expectations.
If parents' expectations are low, children will respond lowly; if expectations are high, children will respond highly.
--- p.25, from “Don’t give in to children, don’t be fooled by children”

You shouldn't try to teach your child everything at once from the beginning.
You have to make progress little by little with the mindset of taking one step forward every day.
There are countless skills a child needs to learn.
If you try to teach all of this at once, you will end up not being able to teach any of it properly.
Therefore, we must strategically select the skills that children need most and can be taught immediately.

--- p.26, from “Treatment should be done slowly, starting with easy things”

Even when teaching a child, it's easy to forget what the child knows and doesn't know how to do.
Sometimes I get so busy that I forget what program I'm running.
What is needed at this time is data.
Because looking at the recorded data, you can immediately know what to do.

--- p.41, from “The Necessity and Importance of Data Recording”

The reinforcement you give your child should be based on how well he or she did and how much effort he or she puts into it.
Reinforcement should be provided in proportion to the effort the child puts in.
When a child tries his best to complete a task, succeeds at a task he has previously failed at, or shows positive behavior, the best reinforcement should be given.

--- p.53, from “Reinforced Sampling”

Many parents fear behavioral problems in their children.
When a child exhibits behavioral problems, many parents panic and try to control their child's behavior.
Fearing your child's problem behavior is like handing over control to your child.
If you give your child that kind of power, you will never be able to mediate their problem behavior.
Therefore, you should never be afraid no matter what behavioral problems your child displays.
--- p.97, from "Come Here Program"

When starting a new task, it is essential to provide your child with help.
This is to prevent the child from experiencing failure from the beginning.
Children should enjoy sufficient reinforcement along with success with the help of their parents.
The more successful experiences a child has, the more focused he or she will be on tasks.
Yet, many parents fail to realize how important it is to help their children.

--- p.100, from “Acceptance Instruction Program”

Korean parents want their children to excel academically.
Among the various functions of a child, academic achievement is particularly valued.
On the other hand, we do not know how important play and exercise are to children.
Physical activity is not only beneficial to children's health, but also plays an important role in their growth and development.
Children who engage in regular physical activity every day can achieve balanced growth.
Children with autism tend to be physically inactive.
They do not move or run as much as other children and prefer to sit mostly.
Physical activity is more important because you can't help but lack exercise.
--- pp.212-213, from "Outdoor Activities"

When parents get angry or excited, their children's problem behaviors do not decrease, but rather prolong.
So, you have to follow through to the end without showing your emotions to the child.
Even if your child resists and refuses, you must not give up and must deal with it stubbornly.
A parent's stubbornness must be stronger than the child's stubbornness to change the child.
Think of the parents as water and the child as a rock.
Just as water dripping down a rock will wear away at it, a parent's stubborn response will wear down the child's stubbornness and eventually change the child's behavior.

--- p.227, from "Epilogue"