Common Misconceptions about Behavior Analysis

By Jesse Yarger, BCBA, LBA


Behavior analysts hear a lot of interesting responses when they tell new acquaintances about their profession. Some common responses are, “Does that mean you work for the FBI?” or “I bet you’re analyzing me right now!” My personal favorite is “What am I thinking right now?” to which I typically respond, “You’re thinking a behavior analyst is another term for a psychic.” Though these examples are mostly harmless to the behavior-analytic field, sometimes these misconceptions can be damaging to the reputation of the field.


Correcting misinformation can be tricky. Many of the common misnomers about behavior analysis can seem condescending or belittling, which can cause a behavior analysts’ response to be abrasive. If we approach seemingly condescending responses the same way we would treat challenging behavior, we can be significantly more effective. Here are some tips to respond effectively to misconceptions:


  • Validate- Some misconceptions have some truth to them. Start with the part of the statement that is accurate if possible. If the misconception is entirely untrue, you could say something like, “I’ve actually heard that too.”
  • Determine the function- Remember, all behavior is functional. Sometimes, a person with an incorrect preconceived notion about behavior analysis might want to learn something new. In those instances, we can capitalize on the opportunity to teach and clarify the information. Other times, they might want to debate. Knowing the function of the person’s response can help guide your response.
  • Let the person respond- One of the most overlooked components of a discussion is mutual dialogue. Allow for dissenting comments and follow up questions.
  • Keep it brief- Your listener doesn’t need a synopsis of the information in your master’s course. Focus on responding to the specific misconception.
  • Avoid using jargon- There are so many terms and acronyms in our field. It can be tempting, especially when we feel defensive, to use big words and our own jargon to demonstrate our competence. Ultimately, however, jargon is not likely to effectively convey our message.
  • Be personable and friendly- Use the conversation as a teaching opportunity. There’s no need for emotional responding. You already know so much about building rapport and social skills. People are much more likely to listen if they like you.
  • Practice- There are several common misconceptions about the work that we do as behavior analysts. As a professional, it is important to know your own views and opinions regarding the work that you do so that you can confidently converse with others on the topic. It can be valuable to already know what you might say when confronted with these types of questions.

Here are some of the common misconceptions about behavior analysis and example responses.


Misconception: “Behavior analysis is that treatment for children with autism, right?”

Response: It’s definitely used as a treatment for children with autism. One thing I like about behavior analysis is how it can be used in so many different ways. It’s more of a science than a treatment, so as a behavior analyst I learn how to find out what’s motivating to different people. It can be used with athletes, employees, students at school, and people can even use it with themselves.


Misconception: “I’ve heard behavior analysis is abusive to people with disabilities because it forces them to be like everyone else.”

Response: I’ve heard some unfortune stories as well, and it’s sad. I think people make bad decisions in almost every profession. The overarching goal for behavior analysis is to improve people’s lives by finding effective, unique ways to teach people new skills. Fortunately, behavior analysts have a detailed ethical code and a strict review board to address any concerns or poor practice.


Misconception: “I’d rather have my child learn using intrinsic motivation instead of just giving them Skittles.”

Response: I couldn’t agree more. Sometimes kids need that extra little push to get them to the point where they don’t need some of those external rewards. We always try to scale back rewards, like Skittles, quickly by giving the natural reward at the same time as the other reward. Over time, that child learns to do things for those natural rewards instead of for the tangible rewards.


Misconception: “That’s where someone sits at a table and asks kids a lot of questions.”

Response: Yes, sometimes it’s used that way. That’s a specific type of teaching strategy under the umbrella of behavior analysis. Usually, it’s used to teach foundational skills to younger children. There are a lot of other teaching methods as well, where children go about their daily lives and are taught the best ways to communicate and engage with the people they care about the most.


Misconception: “Behavior analysts are manipulative.”

Response: I can see how it could come across that way. Behavior analysts’ primary objective is to give people the tools to achieve their own goals. Behavior analysts actually develop plans with their clients and caregivers to make sure they are teaching relevant and helpful skills.


The Professional and Ethical Compliance Code for Behavior Analysts includes a section regarding the responsibility behavior analysts must uphold to the profession of behavior analysis. Code 6.0 says, “Behavior analysts have an obligation to the science of behavior and profession of behavior analysis.” Code 6.01(a) continues to say, “Above all other professional training, behavior analysts uphold and advance the values, ethics, and principles of the professional of behavior analysis.” In other words, as behavior analysts, it is part of our mission to teach others about the powerful and impactful technology we use and to change these misconceptions when we have the opportunity.