This comparison draws in part from “Growing Your Own Leaders: How to Recruit, Upskill and Retain Your Clinical Staff” by Ivy Chung, BCBA-D, LBA (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 growing your own leaders: how to recruit, upskill and retain your clinical staff, 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 to clinical readiness | External recruitment: Credential arrival is immediate but organizational readiness (client relationships, system familiarity, cultural fit) typically requires 3-6 months | Internal development: Credential arrival requires investment over time, but clinical readiness on promotion is typically immediate — staff already know the clients, systems, and culture |
| Cost structure | External recruitment: Search costs, recruiter fees or job board costs, onboarding labor, and risk premium for cultural mismatch; higher per-hire cost but lower advance investment | Internal development: Front-loaded investment in training, supervision, and mentorship; lower per-promotion cost and eliminates search and onboarding overhead |
| Cultural alignment | External recruitment: Cultural fit assessed in interview process but not fully verifiable until post-hire; mismatch risk is highest for senior roles where culture-setting responsibility is greatest | Internal development: Cultural alignment already demonstrated through observed behavior over time; significantly lower mismatch risk at promotion |
| Impact on staff retention | External recruitment: Consistent external hiring for senior roles signals to internal staff that advancement is not available internally; can function as a setting event for turnover | Internal development: Visible promotion of internal candidates signals that investment in development is reinforced; functions as an establishing operation for engagement and retention behaviors |
| Quality of supervisory competence | External recruitment: Supervisory competence varies widely; external candidates may have strong credentials without the organization-specific knowledge needed for effective clinical oversight | Internal development: When development curriculum includes explicit supervisory training, promoted staff have both organizational knowledge and systematically built supervisory skills |
| Scalability | External recruitment: Scales with available talent supply, which is constrained in ABA; dependent on market conditions outside organizational control | Internal development: Scales with organizational investment and training system quality; reduces dependence on external talent market over time |
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 growing your own leaders: how to recruit, upskill and retain your clinical staff 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.
Growing Your Own Leaders: How to Recruit, Upskill and Retain Your Clinical Staff — Ivy Chung · 1.5 BACB Supervision 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.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
252 research articles with practitioner takeaways
1.5 BACB Supervision CEUs · $15 · 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.