This comparison draws in part from “Training and Consultation Models to Improve Clinic and School Staff Practices” by Daniel Wagner, BCBA (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 training and consultation models to improve clinic and school staff practices, 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 |
|---|---|---|
| Assessment Before Intervention | Generic Retraining: No systematic assessment of the performance problem's cause. Assumes the deficit is knowledge- or skill-based. | Function-Based: Systematic assessment using tools like the PDC-HS to identify whether the problem stems from training, task clarification, resources, or consequences. |
| Efficiency | Generic Retraining: Wastes resources when the problem is not skill-based. May require repeated retraining cycles that do not resolve the issue. | Function-Based: Targets intervention to the actual cause, reducing wasted effort and producing faster improvement. |
| Employee Experience | Generic Retraining: Employees may feel blamed for problems that are actually environmental. Repeated retraining can be demoralizing when the employee already has the skill. | Function-Based: Employees may feel more supported because the assessment identifies systemic issues rather than attributing the problem solely to the individual. |
| Durability of Improvement | Generic Retraining: Improvement may be temporary if environmental barriers persist after retraining. The employee knows what to do but the system still does not support doing it. | Function-Based: More durable improvement because the intervention addresses the maintaining variables. Environmental changes persist beyond the intervention period. |
| Supervisor Skill Required | Generic Retraining: Requires teaching and modeling skills, which most supervisors possess. Does not require performance analysis expertise. | Function-Based: Requires competence in performance assessment, environmental analysis, and multi-domain intervention design. Supervisors may need additional training. |
| Organizational Accountability | Generic Retraining: Keeps the focus on individual employee performance, potentially allowing organizational barriers to go unaddressed. | Function-Based: May identify organizational and systemic issues that contribute to widespread performance problems, prompting system-level improvements. |
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Use this framework when approaching training and consultation models to improve clinic and school staff practices 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.
Training and Consultation Models to Improve Clinic and School Staff Practices — Daniel Wagner · 1 BACB Supervision CEUs · $20
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.
233 research articles with practitioner takeaways
205 research articles with practitioner takeaways
195 research articles with practitioner takeaways
1 BACB Supervision CEUs · $20 · 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.