This comparison draws in part from “Teaching Interaction Procedure (TIP) Part 1: The Basics” (Autism Partnership Foundation), 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 teaching interaction procedure (tip) part 1: the basics, 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 |
|---|---|---|
| Instructional Format | TIP: Structured one-to-one or small-group format with defined procedural steps including rationale, modeling, rehearsal, and specific feedback | Social Skills Groups: Small peer group format with facilitated activities, discussion, and naturalistic practice opportunities |
| Natural Peer Interaction | TIP: Limited peer interaction during instruction; social partners are typically therapists or trained staff unless peer models are explicitly incorporated | Social Skills Groups: Peer interaction is central to the instructional format; naturalistic social exchanges occur within the group structure |
| Skill Specificity | TIP: Well-suited for discrete, operationally definable social behaviors with clear component sequences that can be rehearsed to criterion | Social Skills Groups: Better suited for practicing broad social interaction patterns, turn-taking, perspective-taking, and flexible responding in dynamic social contexts |
| Learner Verbal Requirements | TIP: Can be modified for learners with limited verbal repertoires by simplifying rationale and feedback components; imitation skills are important | Social Skills Groups: Typically require sufficient verbal behavior to participate in group discussion and engage with facilitated activities; less suitable for learners with minimal verbal repertoires |
| Generalization Support | TIP: Generalization must be explicitly programmed through variation in instructors, settings, and rehearsal partners; does not occur automatically | Social Skills Groups: Naturalistic peer interaction within the group provides some generalization support; transfer to outside group contexts still requires explicit programming |
| Implementation Resources | TIP: Requires trained practitioner for consistent implementation; resource-intensive for complex skills requiring many rehearsal trials | Social Skills Groups: Can serve multiple learners simultaneously; requires facilitated peer group and structured activities; may be more cost-effective at scale |
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 teaching interaction procedure (tip) part 1: the basics 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.
Teaching Interaction Procedure (TIP) Part 1: The Basics — Autism Partnership Foundation · 40 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.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
256 research articles with practitioner takeaways
40 BACB General CEUs · $0 · Autism Partnership Foundation
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.