This comparison draws in part from “Elevating Mentorship” by Deanna Purslow, BCBA (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 elevating mentorship, 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 |
|---|---|---|
| Decision-Making Authority | Supervisor makes clinical decisions and directs the supervisee's implementation, providing clear instructions and expectations | Decision-making is shared and gradually transferred; supervisor guides the supervisee's reasoning process while progressively increasing autonomy |
| Feedback Direction | Primarily unidirectional from supervisor to supervisee, focused on evaluating performance against standards | Bidirectional, with structured opportunities for supervisees to provide input on supervision quality and supervisor effectiveness |
| Learning Model | Knowledge transmission model where the expert transfers knowledge and skills to the novice through instruction and modeling | Constructivist model where the supervisee builds understanding through guided experience, reflection, and collaborative problem-solving |
| Adaptability Development | Supervisees learn to follow established protocols and procedures, developing consistency and procedural fidelity | Supervisees develop adaptive decision-making skills, learning to evaluate novel situations and generate contextually appropriate responses |
| Psychological Safety | Evaluation-focused environment may create performance anxiety that inhibits risk-taking, error reporting, and genuine engagement | Growth-focused environment creates psychological safety that encourages exploration, honest dialogue, and learning from mistakes |
| Long-Term Practitioner Development | Produces practitioners who are procedurally competent but may struggle with ambiguity, novel situations, and independent clinical reasoning | Produces practitioners who are adaptable, reflective, and equipped for the complex realities of independent practice and future leadership roles |
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 elevating mentorship 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.
Elevating Mentorship — Deanna Purslow · 1 BACB Ethics CEUs · $20
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.
244 research articles with practitioner takeaways
239 research articles with practitioner takeaways
239 research articles with practitioner takeaways
1 BACB Ethics CEUs · $20 · 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.