This comparison draws in part from “Workshop: Designing Your Personal Leadership Plan” by Mellanie Page (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 designing your personal leadership plan, 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 |
|---|---|---|
| Starting Point | Values-Based Planning: Begins with personal values clarification; builds behavioral commitments outward from core motivators | Competency-Based Training: Begins with skill gap analysis relative to defined leadership competency models |
| Behavior Change Mechanism | Values-Based Planning: Intrinsic motivation from values alignment; behavior maintained by contact with meaningful outcomes | Competency-Based Training: External structure, accountability, and skill building; behavior maintained by program reinforcement |
| Individualization | Values-Based Planning: Highly individualized; each plan reflects the specific leader's context, values, and developmental needs | Competency-Based Training: Often standardized across participants; individual variation addressed through tracking but not plan design |
| Behavioral Generalization | Values-Based Planning: Higher generalization when values are strong; behavior extends to novel situations without new training | Competency-Based Training: Generalization may be limited to trained contexts unless explicitly programmed |
| Time Investment | Values-Based Planning: Substantial upfront time for values clarification and plan design; lower maintenance burden over time | Competency-Based Training: Ongoing time investment in training sessions, coursework, and structured practice exercises |
| Measurability | Values-Based Planning: Requires deliberate operationalization of values into pinpoints; measurement quality depends on plan design rigor | Competency-Based Training: Measurement built into program structure; competency criteria typically defined by program designers |
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 designing your personal leadership plan 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.
Workshop: Designing Your Personal Leadership Plan — Mellanie Page · 3 BACB Supervision CEUs · $60
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.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
3 BACB Supervision CEUs · $60 · BehaviorLive
Research-backed educational guide
Research-backed answers for behavior analysts
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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.