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 |
|---|---|---|
| Target Population | EFL: Individuals with limited skill repertoires and moderate-to-severe problem behavior across all ages | Early Learner Curricula: Primarily young children with ASD or developmental delays beginning intensive ABA services |
| Skill Organization | EFL: Organized by functional relevance and quality-of-life impact, centered on the Essential Eight Skills | Early Learner Curricula: Organized by developmental sequence and verbal behavior operants (mand, tact, intraverbal, etc.) |
| Progress Measurement | EFL: Incremental task analysis steps that capture small gains meaningful for individuals who learn slowly | Early Learner Curricula: Milestone-based scoring that may miss small gains in individuals with limited repertoires |
| Communication Focus | EFL: Prioritizes a lifetime communication method functional across all settings and partners | Early Learner Curricula: Comprehensive language development across verbal operants within structured teaching contexts |
| Teaching Context | EFL: Natural context emphasis with teaching embedded in everyday routines and activities | Early Learner Curricula: Often paired with structured teaching formats (DTT, NET) with systematic generalization programming |
| Problem Behavior Integration | EFL: Directly integrates skill building as a primary behavior support strategy within the curriculum framework | Early Learner Curricula: Skill acquisition and behavior support typically addressed as separate components of the treatment plan |
| Applicability to Adults | EFL: Designed with adult and adolescent populations in mind with age-appropriate goals and contexts | Early Learner Curricula: Goals and contexts may not be age-appropriate for older individuals and may require significant adaptation |
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.