Mistakes and Growth as Students In Applied Behavior Analysis

Written by Jordan Kramer, Haley Griffith, and Ashley Bernal

Edited by Dr. Odessa Luna

“Ethical preparation should not be peripheral but central to practitioners’ scope of competence” (Voulgarakis, 2025, p. 10). This reminder is especially important in applied behavior analysis (ABA), where ethical practice is part of clinical decision making. Mistakes in clinical practice are uncomfortable to talk about, especially in a field where professionals are expected to make decisions that directly impact clients and their families. However, mistakes are the most meaningful opportunities for learning. As ABA students, growth does not only come only from memorizing the Behavior Analyst Certification (BACB) Ethics Code (hereafter referred to as the Code) but also from learning how to apply it in situations where uncertainty and clinical judgment intersect.

This post examines three student’s stories related to ethical practice in ABA analysis while they were working in the field of ABA. Their experiences highlight the importance of understanding mistakes, demonstrating growth, and practicing accountability.

Jordan: Asking Clarifying Questions

“A mistake I made early in my ABA experience occurred when I implemented part of a behavior intervention plan without first seeking clarification from my supervisor. At the time, I believed I understood the procedure well enough to follow it correctly. I later recognized that I did not fully understand all components of the plan and should have asked for clarification before moving forward. Although my intention was to follow the plan as written, this experience helped me understand that good intentions could provide unintended harm to the client.

This situation pushed me to being more proactive when I feel unsure. I learned that asking questions is not a weakness. It is an important part of  service delivery. Since then, I have made efforts to review intervention plans before sessions, identify any parts that are unclear, and consult with my supervisor before implementing procedures I do not fully understand. I also take accountability by documenting concerns when needed and accepting supervisor feedback to develop my professional skills.”

Jordan’s story relates to BACB ethical code 1.03, accountability, because she recognized the mistake, accepted feedback, and changed how she prepares for sessions moving forward. It also connects to Standard 1.04, practicing within a defined role, because as a Registered Behavior Technician (RBT), Jordan implements behavior intervention plans under the supervision of a Board-Certified Behavior Analyst (BCBA) and should seek guidance when procedures are unclear. In addition, the situation reflects Standard 1.05, practicing within scope of competence, since ethical practice requires knowing how to implement a specific procedure correctly rather than assuming general experience is enough. Finally, Standard 1.06, maintaining competence applies because Jordan used the experience to improve her practice by reviewing plans before session, asking questions, consulting with her supervisor, and continuing to build her professional skills.

Jordan’s Takeaways:

• Clarification protects the client. When a behavior intervention plan is unclear, ask questions.
• Supervision is critical. Seeking guidance from a supervisor helps ensure that services are implemented correctly and in the client’s best interest.
• Accountability supports growth. Mistakes should be addressed rather than ignored.

Harly: Ensuring Caregiver Understanding

“A situation with a caregiver pushed me to engage in more conversation. Working in a school-based program, I had assumed my client’s caregivers knew of the behaviors that required specialized intervention for their child. I sent home a behavior plan that I felt was clinically sound. However, I learned that the plan was hard for a caregiver to understand. I failed to account for the family’s cultural values, resulting in jargony operational definitions. I engaged in follow-up conversations with the caregivers. During these conversations, it was clear to me the caregivers wanted me acknowledge the child’s strengths within the plan. In addition, I learned I needed to clarify to the caregivers the plan didn’t define who the child was, rather, it identified specific behaviors so appropriate supports could be used.”

“What I learned from this experience was that informed consent is an ongoing process. I now prioritize frequent conversation with the family to ensure challenging behavior is appropriately identified. This practice has allowed me to build trust with families. It also allows me to get a better idea of the family’s culture to better inform my plan writing.”

Harly’s story relates directly to 1.08 and 2.08 of the Code. For 1.08, this code item emphasizes that behavior analysts conduct themselves in a way that does not discriminate against others and focuses on equity and inclusivity. While Harly believed she maintains a high clinical standard while writing this intervention plan, she lost sight of the importance of caregiver understanding. It was not her intention to discriminate against the child or their family, however, in using very technical language to describe behaviors, it was unfortunately interpreted in a different way. The caregivers felt the plan only acknowledged their child’s weaknesses and failed to identify the child’s strengths.

Relatedly, 2.08, communicating about services, applies here since Harly was responsible for explaining services to the child’s family in a way they could understand. Harly thought she understood the caregivers’ concerns when writing the plan. However, further conversation allowed Harly to understand the caregivers’ concerns. While Harly worked hard to rectify the situation and communicate appropriately, this should have been done from the start.

Harly’s takeaways

• Ongoing informed consent is critical. Talk to caregivers and stakeholders outside of initial intake and goal planning. Highlight their child’s successes along with discussions of challenging behavior, so families know the focus isn’t strictly on a person’s deficits.
• Choose your words. It is important that plans are written to support parent understanding. It is the writer’s responsibility to review and explain it in a user-friendly manner.
• Practice cultural awareness. Program planning and writing should be modified to align with the client and stakeholders’ values.

Ashley: Seeking Out Guidance

“During my first year at the clinic where I am currently accumulating supervision hours, I managed a client’s programming for months. However, when emerging behavioral difficulties arose, I failed to  seek guidance from my supervisor. For me, at the time, it was easier to ignore the problems or hope the behaviors would subside on their own than to admit that something in my sessions could be improved upon. During an observation, my supervisors saw the challenges I had been experiencing and reminded me that the best course of action is always to ask for help when feeling unsure.

This is one of the first experiences that allowed me understand that acknowledging mistakes is part of clinical work. It does not have to be  shameful. Rather, it is a part of the process required to implement programs that produce desired outcomes. Failing to address my limitations was the real problem. By becoming comfortable identifying and talking about my mistakes, I can improve my clinical skills and keep my client’s best interests prioritized.

Acknowledging my mistakes also meant accepting that I don’t have all the answers, which is essential to my professional growth. This also taught me to build trusting professional relationships. Within these relationships, I can determine the right course of action when facing uncertain situations. I feel fortunate to have found mentors and colleagues who help me remain realistic about my areas of weaknesses while finding clear ways to improve them.”

Ashley’s story relates directly to the Code’s 2.10, 2.18, 2.19 and 3.01. Standard 2.10 emphasizes that behavior analysts need to collaborate by addressing conflicts and compromising, when possible, to always prioritize the best interest of the client. Ashley did not address her difficulties during program implementation with her supervisor and compromised on what needed to be improved during her sessions. In Code 2.18 emphasizes that behavior analysts actively assess conditions interfering with successful outcomes and take appropriate corrective action. Ashley did not actively monitor what could be causing difficulties in the session, nor did she take action to improve outcomes.

Ashley’s takeaways

• Identify and detect your areas of improvement. Do not be afraid of them.
• Build strong professional relationships. This is an extremely valuable resource for learning.

These student stories of mistakes can also be understood alongside Voulgarakis’ (2025) discussion of ethical and regulatory challenges in ABA. Voulgarakis noted that ethical concerns in the field are often connected to emotional stress, uncertainty, lack of supervision and opportunities for professional growth. This is relevant to Jordan, Harly, and Ashley’s experiences because each story shows a different way that ethical challenges emerge in practice. Jordan’s story focuses on the need for clarification before implementing procedures, Harly’s highlights the importance of communication. Ashley’s story emphasizes the need to seek support when service delivery concerns arise.

Jordan Kramer, Harly Griffith, and Ashley Bernal hope to show other students mistakes do happen. What’s a time you have made a mistake in clinical practice? What skills did you have to approach the issue, or how did you avoid the issue? Feel free to share in the comments!

References

Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. Littleton, CO: Author

Voulgarakis, H. M. (2025). Ethical and regulatory investigations in ABA: A qualitative analysis of practitioner responses and outcomes. Behavior Analysis in Practice, 1-12. https://doi.org/10.1007/s40617-025-01134-0

AI Statement

Jordan, Harly, and Ashley used ChatGPT to identify ways to format the blog post to support readability by chunking the post into smaller, identifiable sections, and ensure the flow of the post is cohesive. All information included in the blog post was written by Jordan, Harly, and Ashley. Dr. Luna did use AI when reviewing this draft and providing line edits and feedback on structure or content.

Authors