By Matt Harrington, BCBA · Behaviorist Book Club · Clinical decision guide
One of the most consequential decisions a behavior analyst makes is not just what intervention to use, but how to approach the clinical question in the first place. For a developmental versus a function-based assessment and curriculum: knowing when to say "goodbye!" to the cards, the difference between an evidence-based, individualized approach and a traditional, protocol-driven one can significantly impact outcomes.
This guide lays out the key factors side by side to support your clinical decision-making.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Organizing principle | VB-MAPP/developmental: skills organized along normative developmental trajectories; next target is determined by developmental sequence | EFL/function-based: skills organized by functional importance to safety, independence, and quality of life in natural contexts |
| Primary target population | VB-MAPP/developmental: learners in early to middle language development stages who are progressing through the verbal behavior developmental sequence | EFL/function-based: learners for whom functional independence and quality of life skills are the most pressing clinical priority, particularly older learners and those approaching transition to adult services |
| Assessment framework | VB-MAPP/developmental: structured milestones assessment producing scores by domain and level; barriers assessment for factors impeding progress | EFL/function-based: needs analysis organized by functional skill categories; priority ratings based on critical importance to safety and independence |
| Instructional context | VB-MAPP/developmental: targets often addressed in structured clinical contexts; naturalistic teaching increasingly incorporated at higher levels | EFL/function-based: targets primarily addressed in natural settings — home, community, workplace — where the functional skill is actually needed |
| Family communication | VB-MAPP/developmental: milestone progress easily communicated; families often familiar with developmental framework from early intervention | EFL/function-based: functional skill gains communicate directly in terms of daily life improvements; may require explanation of the framework shift from developmental programming |
| Transition indicators | VB-MAPP/developmental: appropriate when learner is making progress through the developmental sequence and developmental targets are relevant to their educational and daily life context | EFL/function-based: indicated when critical functional needs are unaddressed, when age/context demands functional skills more urgently than developmental milestone attainment, or when developmental programming has plateaued without functional benefit |
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Use this framework when approaching a developmental versus a function-based assessment and curriculum: knowing when to say "goodbye!" to the cards in your practice:
Does the data support a need for intervention? Is there a meaningful impact on the individual's quality of life, safety, or access to reinforcement?
YES → Proceed to assessment NO → Document reasoning, monitor
A functional assessment should guide intervention selection. Avoid defaulting to standard protocols without individual analysis. Consider environmental variables, setting events, and private events.
YES → Select evidence-based approach matched to function NO → Complete assessment first
Goals should be co-developed. Assent and informed consent are ethical requirements. The individual's preferences and values matter in selecting both goals and methods.
YES → Proceed with collaborative plan NO → Engage in shared decision-making
This course covers the clinical and ethical dimensions in detail with structured learning objectives and CEU credit.
A Developmental Versus A Function-Based Assessment and Curriculum: Knowing When To Say "Goodbye!" To The Cards — Liz Maher · 1 BACB General CEUs · $0
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.