This comparison draws in part from “Stop Supervising, Start Leading: The Functional Approach to Behavioral Leadership” by Paul "Paulie" Gavoni, Ed.D, BCBA-D (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 stop supervising, start leading: the functional approach to behavioral leadership, 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 Performance Condition | Training: Skill is absent from the repertoire or present but below criterion; the supervisee cannot reliably perform the target behavior even under optimal conditions | Coaching: Skill is in the repertoire; the supervisee can perform the behavior but struggles to apply it consistently in complex or novel clinical situations |
| Primary Format | Training: Behavioral Skills Training — describe, model, practice, feedback, repeat until criterion performance is achieved | Coaching: Collaborative problem-solving, in-context guidance, observation with immediate feedback, reflective questioning |
| Timing | Training: Can occur in scheduled supervision settings; does not need to happen immediately before or after a clinical performance | Coaching: Most effective when delivered in context or immediately after the performance being developed; delayed coaching loses specificity and impact |
| Supervisor Role | Training: Expert instructor and modeler; the supervisor demonstrates the target behavior and provides structured practice opportunities with corrective feedback | Coaching: Collaborative guide; the supervisor asks questions, facilitates the supervisee's own problem-solving, and provides targeted feedback on specific application decisions |
| Outcome Indicator of Success | Training: Supervisee demonstrates criterion performance of the target behavior under training conditions; generalization probes confirm skill is in the repertoire | Coaching: Supervisee applies the skill more consistently and more adaptively across varied clinical situations without requiring sustained supervisory scaffolding |
| Common Error | Training: Providing training for a performance deficit that is actually an application problem — the supervisee already has the skill but needs coaching on contextual application, not re-training | Coaching: Providing coaching for a genuine skill deficit — asking guiding questions when the supervisee lacks the fundamental knowledge or skill to generate the correct answer |
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 stop supervising, start leading: the functional approach to behavioral leadership 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.
Stop Supervising, Start Leading: The Functional Approach to Behavioral Leadership — Paul "Paulie" Gavoni · 1 BACB Supervision CEUs · $25
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
258 research articles with practitioner takeaways
252 research articles with practitioner takeaways
1 BACB Supervision CEUs · $25 · 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.