This comparison draws in part from “What's Love Got To Do With It?: Considerations for Creating a Mentorship Culture to Retain Staff” by Isaac Bermudez, 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 what's love got to do with it?: considerations for creating a mentorship culture to retain staff, 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 |
|---|---|---|
| Relationship quality and authenticity | Informal mentorship: Higher natural relational quality when relationships form organically; both parties are self-selected and mutually motivated | Formal mentorship: Assigned relationships risk lower relational quality initially; quality depends heavily on mentor training and the match process |
| Access equity | Informal mentorship: Access is inequitable by default — staff who are socially similar to established professionals access mentorship more easily; underrepresented staff are systematically disadvantaged | Formal mentorship: Structured programs with explicit matching criteria can ensure equitable access across all staff demographics and experience levels |
| Consistency of developmental content | Informal mentorship: Content varies widely based on mentor preferences and mentee questions; some critical developmental areas may never be addressed | Formal mentorship: Structured programs can ensure that key developmental areas are covered across all mentee relationships |
| Accountability for outcomes | Informal mentorship: No built-in accountability mechanism; development occurs at the pace determined by the relationship rather than organizational needs | Formal mentorship: Can include documented goals, progress reviews, and organizational oversight of developmental outcomes |
| Scalability | Informal mentorship: Does not scale — depends on the availability and quality of naturally forming relationships; breaks down as organizations grow | Formal mentorship: Scales with investment in mentor training and program infrastructure; can extend mentorship access across large organizations |
| Organizational investment required | Informal mentorship: Low organizational investment; occurs largely outside of organizational systems and does not require administrative infrastructure | Formal mentorship: Requires significant investment in mentor selection, training, matching processes, and program administration |
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Use this framework when approaching what's love got to do with it?: considerations for creating a mentorship culture to retain staff 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.
What's Love Got To Do With It?: Considerations for Creating a Mentorship Culture to Retain Staff — Isaac Bermudez · 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.
195 research articles with practitioner takeaways
183 research articles with practitioner takeaways
161 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.