By Matt Harrington, BCBA · Behaviorist Book Club · Clinical decision guide
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 instructional design bundle, 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 |
|---|---|---|
| Goal selection | Clinician-Directed: Based primarily on standardized assessment, developmental sequences, and clinical judgment | Person-Centered: Based primarily on individual preferences, stakeholder priorities, and functional life impact |
| Teaching context | Clinician-Directed: Often contrived settings optimized for instructional control | Person-Centered: Preferred natural settings with embedded teaching opportunities |
| Pacing and structure | Clinician-Directed: Determined by the clinician based on instructional efficiency | Person-Centered: Responsive to individual cues about comfort, engagement, and readiness |
| Learner role | Clinician-Directed: Primarily respondent to clinician-arranged teaching opportunities | Person-Centered: Active participant with choice and input throughout instruction |
| Outcome measures | Clinician-Directed: Skill acquisition data (trials to criterion, percentage correct) | Person-Centered: Skill acquisition plus engagement, satisfaction, generalization, and quality of life impact |
| Generalization planning | Clinician-Directed: Planned as a subsequent phase after initial acquisition | Person-Centered: Embedded from the outset through natural contexts and contingencies |
| Cultural responsiveness | Clinician-Directed: May or may not be explicitly considered in design | Person-Centered: Integral to the design process through stakeholder collaboration and cultural assessment |
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 instructional design bundle 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.
Instructional Design Bundle — Do Better Collective · 29.5 BACB Ethics CEUs · $255
Take This Course →29.5 BACB Ethics CEUs · $255 · Do Better Collective
Research-backed educational guide
Research-backed answers for behavior analysts
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.