This comparison draws in part from “Teaching "Then-Later" and "Here-There" Relations to Children with Autism: An Evaluation of Single Reversals and Transformation of Stimulus Function” (CEUniverse), 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 "then-later" and "here-there" relations to children with autism: an evaluation of single reversals and transformation of stimulus function, 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 conceptualization | Relational flexibility — acquiring the frame that operates across shifting reference points | Stimulus-response associations — correct responding to specific trained configurations |
| Training efficiency | Fewer exemplars required if transformation of function is demonstrated | Large exemplar sets needed to produce generalization across novel configurations |
| Measure of mastery | Correct responding on reversal probes and novel stimuli not directly trained | Criterion-level performance on trained stimulus-response associations |
| Generalization mechanism | Transformation of stimulus function through relational history | Sufficient exemplar training to produce response generalization |
| Applicability to perspective-taking | Directly targets the relational operations implicated in perspective-taking | Does not address relational flexibility as a distinct training target |
| Evidence base | Growing single-case literature; theoretically coherent; demonstrated transformation effects | Extensive literature on DTT for language targets; less specific to deictic relational targets |
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 "then-later" and "here-there" relations to children with autism: an evaluation of single reversals and transformation of stimulus function 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 "Then-Later" and "Here-There" Relations to Children with Autism: An Evaluation of Single Reversals and Transformation of Stimulus Function — CEUniverse · 1 BACB Ethics 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
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
1 BACB Ethics CEUs · $0 · CEUniverse
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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.