This comparison draws in part from “Workshop: On Your Mark... Get Set... SUPERVISE!” by Karen Hans, PhD (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 on your mark... get set... supervise!, 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 |
|---|---|---|
| Advancement Criterion | Time-Based: Supervisee advances upon completing required hours, regardless of demonstrated skill level | Competency-Based: Supervisee advances upon demonstrating specified skills to criterion through direct performance assessment |
| Assessment Method | Time-Based: Documentation review confirms hours completed; skill assessment is informal and impressionistic | Competency-Based: Direct observation with standardized rubrics confirms behavioral criteria; assessment is systematic and documented |
| Supervisee Variability | Time-Based: All supervisees advance at the same pace regardless of differential skill acquisition rates | Competency-Based: Supervisees who acquire skills faster can advance sooner; those who need more time receive it without arbitrary constraints |
| Curriculum Integrity | Time-Based: Curriculum coverage depends on which competencies happen to arise in the supervisee's assigned caseload | Competency-Based: Supervisor is responsible for ensuring all required competency areas are addressed and assessed regardless of caseload composition |
| Generalization Planning | Time-Based: Generalization is assumed to occur through exposure; not systematically planned or assessed | Competency-Based: Generalization across settings and client types is explicitly programmed and assessed as a competency criterion |
| Credential Preparation | Time-Based: Supervisee may meet hour requirements without having achieved all competencies the credential requires | Competency-Based: Supervisee who meets all competency criteria is substantively prepared for independent practice regardless of hour accumulation pace |
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 on your mark... get set... supervise! 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.
Workshop: On Your Mark... Get Set... SUPERVISE! — Karen Hans · 3 BACB Supervision CEUs · $80
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
3 BACB Supervision CEUs · $80 · 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.