Applied Behaviour Analysis Interview Questions: How to Prepare – and Shine

Two people in a relaxed interview setting discussing Applied Behaviour Analysis (ABA) roles and values during a UK job interview.

I’ve always enjoyed setting challenges for myself — whether it’s turning a script into a YouTube video, or reworking a website layout at midnight. So when it came time to write this article about interview questions for roles in Applied Behaviour Analysis (ABA), it felt like a fun puzzle!

Okay — so let’s get into it. Whether you’re applying for a tutor role, a supervisor position, or aiming for a UKBA(cert) post, here are the questions you’re likely to face, why they matter (backed by research), and how you can answer them authentically. And yes — like cooking a new dish, preparation matters.

Why these questions matter (and the science behind them)

Interviews in ABA are not just about “What’s your favourite reinforcement schedule?” — they’re about values, communication, ethics, and the science of behaviour change as it happens between real people.

Research shows that technical competence and interpersonal skills are both critical for effective practice.
As Taylor, LeBlanc & Nosik (2019) note, compassionate care and therapeutic relationship skills are essential to behaviour-analytic services — how we deliver interventions is as important as what we deliver.

This aligns with Wolf’s classic 1978 argument for social validity: behaviour programmes must be judged not only by data, but by whether the goals and methods are meaningful to the individual and family.

Other research reinforces this:

  • Parent-mediated interventions improve family relationships and some child outcomes.
  • Parent training (not just education) leads to significant reductions in challenging behaviour compared with education alone.
  • Functional Communication Training (FCT) remains a cornerstone for building communication and reducing problem behaviour ethically and effectively.
  • And yes — rapport starts with good preference assessment. The Multiple-Stimulus-Without-Replacement (MSWO) method, for instance, is a reliable way to identify motivating reinforcers and build engagement from day one.

So when interviewers ask about rapport, communication, or ethics — they’re not filler questions. They’re probing whether you understand the human side of the science.

Common interview questions (and how to answer them)

Here are typical questions grouped by role, with suggested ways to respond.

A. Entry-level / Tutor / Support Worker

  1. “Why did you choose ABA?”
    Why it matters: Employers want to know you’re motivated, not just applying for any job.
    How to answer: Tell a brief story (e.g., “I saw a child’s progress when given the right support and it fascinated me”) related to your passion.
    Extra tip: Connect to your values—“I enjoy solving problems, helping people, and ABA gave me a framework to help children in real life.”
  2. “How do you build rapport with a child who’s reluctant to engage?”
    Why it matters: Rapport is crucial for interventions to work.
    How to answer: Outline steps—observe child’s interests, use low-pressure choices, deliver reinforcement. Show that you respect the child’s pace and preferences (aligns with ethical practice under the UK Society for Behaviour Analysis Code of Ethical Conduct).
    Evidence anchor: Studies emphasise the value of preference assessments and engaging clients meaningfully.
  3. “Tell us about a time you documented something and it helped inform what came next.”
    Why it matters: Data and notes guide intervention steps.
    How to answer: Use the STAR method: Situation (task), Task, Action, Result. For example: “I noted that a child attempted a request card 2-3 times per session; I shared that with the supervisor and we reduced prompts, resulting in independent use 60% of the time within 4 weeks.”
  4. “What does safeguarding mean to you?”
    Why it matters: Safeguarding is non-negotiable in UK practice.
    How to answer: Use plain language—“Protecting the child’s safety, making sure we report concerns through the correct channels (Designated Safeguard Lead/school/local authority), maintaining confidentiality and boundaries.” Show you understand policies and your role.
  5. “How do you manage your own self-care when the job feels heavy?”
    Why it matters: Burnout rates are real.
    How to answer: Be honest. You might say: “I keep a cookbook next to me for when I unwind; the act of trying a new recipe reminds me that progress takes time and fun can live alongside hard work.” Show balance and reflection.

B. Supervisor / Senior Tutor Roles

  1. “How do you train a new tutor who is struggling with prompt fading?”
    Why it matters: Your role is leadership and fidelity.
    How to answer: Explain practicum: model correct technique, observe the tutor in session, give specific feedback, ask them to rehearse, then re‐observe. Use data to chart improvement. Emphasise collaborative tone, not blame.
  2. “Describe how you would build a generalisation plan for a learner transitioning from school to home.”
    Why it matters: Transfer of skills across settings is a mark of quality.
    How to answer: Outline target behaviour, identify settings (school, home), train in each with coordinated staff/parents, fade prompts, measure across contexts. Reference relevant behaviour analytic literature (e.g., generalisation frameworks). Scholarly reviews show that without planning, gains shrink outside controlled settings.
  3. “A parent and teacher disagree about the behaviour plan. How do you handle that?”
    Why it matters: Partnership and system-thinking.
    How to answer: Show your values: listen to each party, clarify the shared goal (child’s wellbeing), use data to anchor discussion, agree on collaborative plan, build in review check-ins. Uphold dignity, collaboration, informed consent.
  4. “How do you ensure social validity of your programs?”
    Why it matters: Ethical and practical measure of success (not just behaviour change, but meaningful change).
    How to answer: Describe gathering stakeholder input (child, family, teacher), measuring perceptions and satisfaction, adjusting if goals don’t match the family’s values. Reference evidence: social validity is emphasised in behaviour analysis literature (e.g., Hanley et al., 2003).
  5. “What metrics or indicators do you monitor to ensure your team’s interventions are effective?”
    Why it matters: Data-driven leadership.
    How to answer: Talk about intervention integrity (percentage of steps completed), client progress (level change on graph), maintenance (durability of skill), generalisation, and also team metrics (supervision hours completed, staff turnover, parent satisfaction). Use plain language but show you understand tech criteria.

C. UKBA(cert) / Behaviour Analyst Level (UK)

  1. “How do you ensure your behaviour-analytic practice aligns with UK laws, education frameworks, and ethical standards?”
    Why it matters: Shows you understand UK compliance, cultural adaptation and use of ABA in UK contexts.
    How to answer: Mention UK legislation (e.g., SEND Code of Practice), local authority commissioning, value of collaborative family-centred plans, UK-aligned ethical code (UKSBA), data protection (GDPR), safeguarding in UK schools. State how you’d integrate those into your practice.
  2. “Explain a time when ethical considerations caused you to modify your intervention plan.”
    Why it matters: Ethics are central, especially at this level.
    How to answer: Use STAR: “A child’s behaviour plan proposed exclusion; I reviewed whether the goal aligned with the family’s values and the school’s duty of care. We adapted the goal, ensured choice and dignity, opted for reinforcement and support rather than exclusion, and monitored outcomes. This kept us aligned with UKSBA Code of Ethical Conduct.”
  3. “How do you stay current with emerging research and integrate that into your practice?”
    Why it matters: Shows professional development and evidence-based practice.
    How to answer: Talk about attending webinars, reading journals (e.g., Journal of Applied Behavior Analysis), collaborating with peers, reflecting on frontline data, and then adapting protocols.
  4. “Describe how you’d supervise a caseload where some clients are receiving home-based support, others in school, and others in clinic—how do you coordinate consistency?”
    Why it matters: Systems thinking.
    How to answer: Outline coordination plan: regular meetings with stakeholders, shared data dashboards, clear communication protocols, training for staff/family, transition protocols, review frequency. Emphasise values: inclusion, dignity, collaboration.
  5. “What outcomes beyond behaviour reduction do you consider important in ABA practice?”
    Why it matters: Indicates maturity—moving past “stop negative behaviour” to “teach skill, increase quality of life”.
    How to answer: Talk about communication, independence, choice, social participation, family satisfaction. Reference social validity concept again and show you align with UKSBA Code of Ethical Conduct.

My personal top 3 tips (from a quiet maths-lover who once rode a motorbike)

  • Prepare your learning history beforehand. Have at least two short examples you can adapt for different questions. For me, I use experiences from related fields, including one about teaching a new recipe from a cookbook I’d never tried.
  • Keep jargon minimal—explain what you know in plain English. Interviewers often listen for clarity and collaborative tone more than the perfect terminology.
  • Show your values. In ABA especially, how you treat the child, family, and team matters. My goal is to be helpful — so I lean into that: “I’m a parent of three, I value consistency, kindness, science-based practice…” It’s genuine.

Reference to research & ethics

Bearss, K., Johnson, C., Smith, T., et al. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: A randomized clinical trial. JAMA, 313(15), 1524–1533. https://doi.org/10.1001/jama.2015.3150

DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519

Oono, I. P., Honey, E. J., & McConachie, H. (2013). Parent-mediated early intervention for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2013(4), CD009774. https://doi.org/10.1002/14651858.CD009774.pub2

Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment. Behavior Analysis in Practice, 12(4), 808–818. https://doi.org/10.1007/s40617-019-00313-0

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23. https://doi.org/10.1007/BF03391716

Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203