This comparison draws in part from “Creating Quality FBAs in Schools: Practical Steps for Understanding Behavior” by Kristina Friedrich, M.Ed, BCBA, LBA, CTP (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 creating quality fbas in schools: practical steps for understanding behavior, 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 |
|---|---|---|
| Time and Resource Requirements | Indirect: Relatively efficient; interviews and rating scales can be completed in 30-60 minutes with minimal disruption to the school day | Descriptive: More time-intensive; requires multiple observation sessions across different times, settings, and conditions to identify reliable patterns |
| Data Quality and Objectivity | Indirect: Subject to reporter bias, recall limitations, and subjective interpretation of behavioral events | Descriptive: Provides objective, real-time data on the antecedent-behavior-consequence relationships as they actually occur |
| Ecological Validity | Indirect: Captures informant perceptions of behavior across broad time periods but may miss situational nuances | Descriptive: High ecological validity as observations occur in the natural environment during typical school routines |
| Breadth of Information | Indirect: Can efficiently cover a wide range of behaviors, settings, and time periods through comprehensive interviews | Descriptive: Limited to what is observed during specific observation periods, which may not capture low-frequency or setting-specific behaviors |
| Training Requirements for School Staff | Indirect: Minimal training needed for informants to participate in interviews; rating scales are standardized | Descriptive: Requires training in operational definitions, data collection procedures, and often interobserver agreement verification |
| Ability to Identify Function | Indirect: Generates hypotheses about function but cannot confirm them; correlation between reported antecedents/consequences and function may be unreliable | Descriptive: Provides converging evidence for functional hypotheses but still correlational rather than experimental |
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 creating quality fbas in schools: practical steps for understanding behavior 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.
Creating Quality FBAs in Schools: Practical Steps for Understanding Behavior — Kristina Friedrich · 1 BACB Ethics CEUs · $10
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 BACB Ethics CEUs · $10 · BehaviorLive
Research-backed educational guide
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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.