This comparison draws in part from “Learning to Use Essential for Living” by Patrick McGreevy, Ph.D, BCBA-D Author of the Essential for Living Curriculum (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 learning to use essential for living, 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 |
|---|---|---|
| Skill Prioritization | Developmental: Skills are targeted in developmental sequence; foundational developmental skills must be established before more advanced skills are addressed | Functional: Skills are prioritized based on their impact on daily quality of life, safety, and independence regardless of typical developmental order |
| Assessment Focus | Developmental: Assesses where the individual falls on developmental milestones; may produce floor effects for individuals with very limited skills | Functional: Assesses current functional skills relevant to daily living; calibrated for individuals with limited repertoires to provide clinically useful information |
| Communication Emphasis | Developmental: Communication is one of several developmental domains; may be addressed proportionally with other areas like motor skills, play, and cognition | Functional: Communication is treated as the highest priority foundational skill; establishing an effective communication system takes precedence over other skill areas |
| Progress Measurement | Developmental: Progress measured through mastery of hierarchical objectives, percentage correct, or skill checklist completion | Functional: Progress measured through small increments that capture gradual changes across prompting levels, consistency, fluency, and generalization |
| Teaching Context | Developmental: Skills may be taught in structured instructional contexts, with generalization programmed after acquisition | Functional: Skills are taught in the natural contexts where they occur, with generalization embedded from the outset of instruction |
| Challenging Behavior | Developmental: Challenging behavior is addressed through functional assessment and separate behavior intervention plans alongside developmental programming | Functional: Challenging behavior is addressed primarily through the development of functional skills, particularly communication, that reduce the motivating conditions for problem behavior |
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 learning to use essential for living 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.
Learning to Use Essential for Living — Patrick McGreevy · 4 BACB Ethics CEUs · $98
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
4 BACB Ethics CEUs · $98 · 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.