This comparison draws in part from “**OUT OF THE VAULT** Invited Presentation - The Scientist Practitioner Model: Conceptualizing the Relationship Between Research and Practice in Applied Behavior Analysis” by Linda LeBlanc, PhD, BCBA-D, Lic Psy (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 →The scientist-practitioner model is the dominant professional identity in applied behavior analysis, but it is not the only framework available for conceptualizing the relationship between clinical practice and scientific knowledge. The practitioner-scholar model, which emerged from debates about training in applied psychology and counseling, emphasizes using and critically consuming existing research rather than contributing to its production. Understanding the distinctions between these models—and the implications of each for how BCBAs approach their work—is relevant to the questions Linda LeBlanc raises about the science-practice relationship in ABA.
This comparison is not intended to suggest that one model is obviously correct for all behavior analysts. Different practice contexts, career trajectories, and professional commitments may align more naturally with one model than the other. What is important is that BCBAs make a conscious, informed choice about which identity they are cultivating and what that choice implies for their relationship to the empirical literature, their clinical decision-making processes, and their obligations to advance the field.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Relationship to research production | Scientist-practitioner: Expected to contribute to the knowledge base through systematic data collection, n=1 research, conference presentations, and formal or informal research collaboration; practice is viewed as a source of scientific questions | Practitioner-scholar: Primary role is to consume, evaluate, and apply existing research rather than produce new knowledge; contribution to the knowledge base is through excellent implementation rather than empirical generation |
| Data collection and analysis orientation | Scientist-practitioner: Collects data with the rigor of a researcher—operational definitions, reliable measurement, graphed data reviewed systematically; identifies functional relationships between intervention and behavior change | Practitioner-scholar: Collects data to monitor progress and inform clinical decisions; less emphasis on experimental control and causal inference; may rely more on clinical judgment to interpret ambiguous data patterns |
| Engagement with primary literature | Scientist-practitioner: Regular engagement with primary research articles in JABA and related journals; maintains current knowledge of methodology and emerging findings; critically evaluates research quality | Practitioner-scholar: Primarily engages with research through summaries, guidelines, treatment manuals, and CEU content; less emphasis on methodological evaluation; relies on professional consensus to identify evidence-based practice |
| Response to intervention failure | Scientist-practitioner: Treats intervention failure as a scientific question—generates alternative hypotheses, reviews relevant literature, designs systematic probes to test hypotheses before changing approach | Practitioner-scholar: Draws on clinical experience and consultation to identify alternative approaches; may rely on expert guidance or established protocol modifications rather than individually designed experimental probes |
| Training and professional development focus | Scientist-practitioner: Seeks training that builds methodological skills—single-subject design, measurement, behavioral assessment—alongside clinical competencies; values research mentorship | Practitioner-scholar: Prioritizes clinical skill development, supervisory competence, and applied specialization; values practical training experiences and expert clinical mentorship over methodological training |
| Contribution to field advancement | Scientist-practitioner: Contributes through systematic observation, data sharing, and research participation; the aggregated practice-based data of scientist-practitioners collectively advance the field's knowledge base | Practitioner-scholar: Contributes through excellent service delivery, training of new practitioners, community engagement, and dissemination of evidence-based practices to families and systems |
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 **out of the vault** invited presentation - the scientist practitioner model: conceptualizing the relationship between research and practice in applied behavior analysis 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.
**OUT OF THE VAULT** Invited Presentation - The Scientist Practitioner Model: Conceptualizing the Relationship Between Research and Practice in Applied Behavior Analysis — Linda LeBlanc · 1 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
239 research articles with practitioner takeaways
224 research articles with practitioner takeaways
1 BACB General CEUs · $0 · 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.