This comparison draws in part from “Onboard, Not Overboard: Simplifying and Streamlining the Hiring and Initial Training Processes for ABA Technicians” by Lauren Elliott, M.S., BCBA, 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 →Many ABA organizations still use orientation-style onboarding: new staff read policy manuals, shadow experienced technicians for a few days, attend a general training session, and then begin carrying client cases. This approach is common but poorly suited to the demands of direct ABA work. Competency-based onboarding, by contrast, treats training as a performance assessment — defining outcomes, using BST to teach skills, and verifying demonstrated competency before advancing new staff to independent implementation. The differences in these approaches have measurable effects on fidelity, retention, and client outcomes.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Learning Method | Unstructured Orientation: Primarily observation, reading, and lecture; limited structured practice opportunity | Competency-Based: BST format with explicit rehearsal and feedback; skills practiced until performance criterion is met |
| Advancement Criteria | Unstructured Orientation: Based on time completed (40 hours training, N days shadowing); completion does not verify competency | Competency-Based: Based on demonstrated fidelity data across defined probe criteria; consistent across all new staff |
| Implementation Fidelity | Unstructured Orientation: High variability across staff; errors reflect training gaps not caught before independent work begins | Competency-Based: Higher and more consistent fidelity; errors identified and corrected before the RBT works independently |
| Staff Retention | Unstructured Orientation: New staff who feel undertrained are at highest 90-day turnover risk; high attrition generates ongoing recruitment costs | Competency-Based: Staff who feel prepared and supported report higher job satisfaction; early competency builds confidence that predicts retention |
| Documentation | Unstructured Orientation: Typically checklist-based (attended sessions); limited data on actual skill level at end of onboarding | Competency-Based: Probe data and fidelity scores document competency level; supports BACB supervision documentation requirements |
| Scalability | Unstructured Orientation: Easy to run with any staff member as trainer; quality is highly variable and depends on the trainer's knowledge and style | Competency-Based: Requires initial investment in curriculum design and assessor training; produces consistent quality across cohorts and trainers |
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 onboard, not overboard: simplifying and streamlining the hiring and initial training processes for aba technicians 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.
Onboard, Not Overboard: Simplifying and Streamlining the Hiring and Initial Training Processes for ABA Technicians — Lauren Elliott · 0 BACB General CEUs · $0
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
195 research articles with practitioner takeaways
183 research articles with practitioner takeaways
BACB General CEUs · $0 · BehaviorLive
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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.