This comparison draws in part from “Why Didn't They Teach Us That in Grad School? A Curriculum for Ethical Practice and Leadership Skills Amidst Rapid Growth” by Callie Plattner, PhD, LPA, BCBA-D (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 why didn't they teach us that in grad school? a curriculum for ethical practice and leadership skills amidst rapid growth, 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 |
|---|---|---|
| Skill Acquisition Method | Learn-as-You-Go: Skills develop through trial and error in live leadership situations | Systematic: Skills are taught through structured training with modeling, practice, and feedback before taking on full responsibility |
| Risk to Clients and Supervisees | Learn-as-You-Go: Higher risk as unprepared leaders make avoidable mistakes that affect service quality | Systematic: Lower risk as leaders enter roles with foundational competencies already established |
| Ethical Compliance | Learn-as-You-Go: Practitioners may unknowingly practice outside their competence boundaries during the learning period | Systematic: Competence is assessed and developed before practitioners assume roles that require it |
| Cost to the Organization | Learn-as-You-Go: Lower upfront cost but higher long-term costs from turnover, remediation, and quality issues | Systematic: Higher upfront investment but lower long-term costs from better retention, quality, and consistency |
| Leader Confidence and Wellbeing | Learn-as-You-Go: Leaders often experience high stress and imposter syndrome as they navigate unfamiliar responsibilities | Systematic: Leaders enter roles with greater confidence and clearer expectations, reducing stress and burnout risk |
| Organizational Culture | Learn-as-You-Go: Culture depends heavily on the individual qualities of leaders who may not have been trained in cultural development | Systematic: Organizational values and practices are embedded in the leadership curriculum, creating more consistent culture |
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 why didn't they teach us that in grad school? a curriculum for ethical practice and leadership skills amidst rapid growth 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.
Why Didn't They Teach Us That in Grad School? A Curriculum for Ethical Practice and Leadership Skills Amidst Rapid Growth — Callie Plattner · 1 BACB Ethics CEUs · $19.99
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.
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
244 research articles with practitioner takeaways
1 BACB Ethics CEUs · $19.99 · 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.