This comparison draws in part from “AAC Scope of Practice and Competence: Thinking about AAC through an Interprofessional Lens” by Teresa Cardon, Ph.D., CCC-SLP, BCBA-D (BehaviorLive), and extends it with peer-reviewed research from our library of 27,900+ ABA research articles. The decision framework, BACB ethics code references, and cross-links below are synthesized by Behaviorist Book Club.
View the original presentation →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 aac scope of practice and competence: thinking about aac through an interprofessional lens, 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 |
|---|---|---|
| Assessment comprehensiveness | BCBA-Led: Assessment limited to communicative function, motivation, and learning profile; may miss motor, sensory, and linguistic factors | Collaborative: Comprehensive assessment spanning motor access, language, cognition, sensory, and behavioral dimensions |
| Device and system selection | BCBA-Led: Selection based primarily on behavioral factors; may not account for motor access needs, language representation, or assistive technology features | Collaborative: Device selection informed by multiple professional perspectives including motor, linguistic, and assistive technology expertise |
| Teaching effectiveness | BCBA-Led: Strong systematic instruction, prompting, and reinforcement; may lack language development guidance for vocabulary expansion | Collaborative: Behavioral teaching methods guided by language development expertise; more comprehensive skill-building approach |
| Scope of competence alignment | BCBA-Led: Higher risk of exceeding competence boundaries particularly in device selection and language-specific goals | Collaborative: Each professional contributes within their competence; lower risk of scope violations |
| Vocabulary development | BCBA-Led: Vocabulary may be heavily weighted toward requesting; less attention to broader communicative functions and language growth | Collaborative: Vocabulary addresses full range of communicative functions and supports ongoing language development |
| Practical feasibility | BCBA-Led: Simpler to implement; does not require scheduling coordination with another professional | Collaborative: Requires coordination between professionals; scheduling and communication add logistical complexity |
| Ethical alignment | BCBA-Led: May conflict with Code 1.05 scope of competence and Code 2.10 collaboration requirements for complex AAC needs | Collaborative: Aligns with Code 2.10 collaboration requirements and Code 1.05 scope of competence boundaries |
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Use this framework when approaching aac scope of practice and competence: thinking about aac through an interprofessional lens 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.
AAC Scope of Practice and Competence: Thinking about AAC through an Interprofessional Lens — Teresa Cardon · 1.5 BACB Ethics CEUs · $15
Take This Course →We extended this decision guide with research from our library — dig into the peer-reviewed studies behind each approach, in plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
1.5 BACB Ethics CEUs · $15 · BehaviorLive
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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.