This comparison draws in part from “Opening” by Quatiba Davis, M.Ed., BCBA, LABA, LBA, IBA (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 opening, 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 |
|---|---|---|
| Pre-Conference Preparation | Active: Identifies 2-3 professional development goals before the event; reviews session descriptions against those goals; selects sessions strategically; arrives with specific clinical questions | Passive: Registers for the event without specific goals; selects sessions based on convenience or familiarity; arrives without explicit questions to guide engagement |
| In-Session Engagement | Active: Takes application-focused notes recording specific clinical uses of the content; generates questions during the session; identifies connections to current client cases; notes follow-up reading or consultation topics | Passive: Takes content-summary notes or no notes; waits for Q&A rather than formulating questions during the session; processes content as interesting information rather than actionable practice guidance |
| Peer and Networking Engagement | Active: Approaches networking with specific questions; discusses session content with colleagues immediately after; seeks out practitioners with relevant specialty experience; exchanges contact information for follow-up consultation | Passive: Networks socially without professional purpose; does not use peer interactions to process or extend session learning; misses the consultative value of collegial exchange |
| Post-Session Processing | Active: Reviews notes after each session; identifies one concrete practice change from each session; discusses key takeaways with a colleague; writes down implementation intentions before leaving the event | Passive: Does not review notes until returning to practice (if at all); does not generate implementation intentions; relies on memory to transfer learning back to practice context |
| Post-Conference Implementation | Active: Returns to practice with specific, written implementation plans; reviews notes within one week; schedules supervision or consultation to apply new learning; tracks whether practice actually changes | Passive: Returns to practice without specific plans; conference learning fades as immediate caseload demands crowd out new learning; unable to identify specific practice changes resulting from the event |
| Professional Development ROI | Active: Captures the full value of conference investment through durable knowledge, practice change, and professional network development; CEU hours correspond to genuine competence improvement | Passive: Fulfills BACB CEU obligation without corresponding practice improvement; conference investment primarily serves credentialing rather than clinical development |
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 opening 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.
Opening — Quatiba Davis · 0 BACB General CEUs · $0
Take This Course →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.