This paper discusses the need to affirm neurodiversity within Applied Behavior Analysis (ABA) and how the field can respond to criticisms from the autistic community. ABA providers aim to improve the quality of life for autistic individuals, and thus must listen to their concerns with humility and openness. Autistic individuals have unique insights into their own lives and communities, and their concerns cannot be dismissed due to their identity or professional background. The concept of neurodiversity can help ABA practitioners collaborate with autistic clients, the largest stakeholders in their services. The article summarizes key criticisms of ABA from autistic advocates, discusses the social model of disability and the neurodiversity paradigm, and proposes practical guidance for integrating neurodiversity into ABA research and practice. By acknowledging and addressing criticisms, ABA can move toward a more inclusive profession and society. The social model of disability views disability as a social, political, and cultural construct, rather than a medical condition. Neurodiversity is a concept that recognizes variation in cognitive, affective, and sensory functioning, and views autism as a natural variation rather than a disorder. The neurodiversity paradigm emphasizes neurological differences as part of one's identity and a source of pride, rather than a deficit. This perspective challenges the medical model of disability, which often leads to ableism and stigma. The article also discusses criticisms of ABA, including its focus on erasing autistic identity, overreliance on compliance, and reductionism of autistic people to overt behaviors. It highlights the negative impacts of ABA practices, such as masking, which can lead to emotional distress and burnout. The article proposes practical implications for ABA, including the need to center autistic voices in research and practice, to use non-aversive and positive reinforcement strategies, and to incorporate trauma-informed care. It also emphasizes the importance of including autistic individuals in ABA research and graduate programs, and of creating neurodiversity-affirming environments in education. The article concludes that by embracing neurodiversity, ABA can evolve into a more inclusive and ethical profession.This paper discusses the need to affirm neurodiversity within Applied Behavior Analysis (ABA) and how the field can respond to criticisms from the autistic community. ABA providers aim to improve the quality of life for autistic individuals, and thus must listen to their concerns with humility and openness. Autistic individuals have unique insights into their own lives and communities, and their concerns cannot be dismissed due to their identity or professional background. The concept of neurodiversity can help ABA practitioners collaborate with autistic clients, the largest stakeholders in their services. The article summarizes key criticisms of ABA from autistic advocates, discusses the social model of disability and the neurodiversity paradigm, and proposes practical guidance for integrating neurodiversity into ABA research and practice. By acknowledging and addressing criticisms, ABA can move toward a more inclusive profession and society. The social model of disability views disability as a social, political, and cultural construct, rather than a medical condition. Neurodiversity is a concept that recognizes variation in cognitive, affective, and sensory functioning, and views autism as a natural variation rather than a disorder. The neurodiversity paradigm emphasizes neurological differences as part of one's identity and a source of pride, rather than a deficit. This perspective challenges the medical model of disability, which often leads to ableism and stigma. The article also discusses criticisms of ABA, including its focus on erasing autistic identity, overreliance on compliance, and reductionism of autistic people to overt behaviors. It highlights the negative impacts of ABA practices, such as masking, which can lead to emotional distress and burnout. The article proposes practical implications for ABA, including the need to center autistic voices in research and practice, to use non-aversive and positive reinforcement strategies, and to incorporate trauma-informed care. It also emphasizes the importance of including autistic individuals in ABA research and graduate programs, and of creating neurodiversity-affirming environments in education. The article concludes that by embracing neurodiversity, ABA can evolve into a more inclusive and ethical profession.