Supervised persons who do not accept comments politely
Old School Philosophy that kids should do things without reinforcement and lack of frequency of reinforcement
Challenges in oversight, and determining what would happen if recommendations were not implemented with integrity
Unclear termination criteria for poor attendance
No.
Sometimes the agency leaders come up with policies and procedures that contradict the behavior plan and mostly in favor of the interests of the agency for instance selecting furniture and decor to make a space look beautiful, but the clients are then not allowed to use that space because they have a tendency to destroy furniture.
Boundaries being crossed with staff.
Ethical concerns for non ABA professionals
Teachers at schools were not accepting ABA and critisized it`s methods. Did not follow recommendations.
Family or friends requesting consultations or asking questions informally re: childs behaviour
Organizational policies conflict with BACB ethical standards.
In public school settings, I heard very often that principals and associate principals, teachers, and para-educators to not have time or resources to do what I recommend as a BCBA-D. E.g., if I try to implement a token system for one kid, I am told that it's not "fair" to the other kids who do not have the privilege to work for reinforcers. Or if I recommend to ignore disruptive behavior as long as it is safe for all, and instead reinforce prosocial behaviors (i.e., DRI schedule), I have been told that it's not fair to other kids who were behaving well that there are no consequences for the disruptive kid; it's also "silly" to reinforce a disruptive kid for what he might be expected to do for free. So, usually it doesn't work. The disruptive kid is pulled aside and receives a lecture on how to behavior "nice." The kid loves it. All the attention for disruptive behavior!
people involved in the case does not follow the treatment plan (parents, etc.)
NA
In an educational environment the professionals involved look at behavior thru their professional lens and at times have a difficult time understand behavior change procedures.
Client wanting to use treatments/programs that are not evidence based, then modifying their own implementation of programs to include aspects that are not evidence based. I have also had experiences where the client refuses to receive medical assessments and demands behavior treatments for a dangerous target behavior for reduction, when the target behavior likely was caused and reinforced by private biological events. The target behavior was also dangerous and likely causing medical problems as well.
Teachers in a specialized school setting (ASD High needs classroom) who flat out refuses to follow a positive support plan even with I have worked collaboratively with them to create something that the teacher/staff will buy into.
NA
The environment does not allow for fading, relies on ABA for academics
Staff turnover rate at AFC homes have caused many barriers surrounding treatment integrity and the need for more behavior plan in-services.
parents on the compliance case load
case loads and other staff not following a plan
Schools often don't want ABA professionals to implement the treatment program as written. They regulate the hours that clients can work with us and the times that the analyst can observe the therapist implementing the treatment plan.
Client parent wanted practices that were not evidence based and demanded pseudoscience.
Pressure from funding sources or admin to change clinical recommendations to fit policies rather than based on empirical evidence.