Different philosophical points of view with other team members, specifically speech, language, pathologist, and or counselors
n/a
N/A
Caregiver availability could make it difficult to generalize the plan.
They want to modify the treatment in ways that could compromise the outcome.
Teachers wanting to use punishment procedures
Lack of collaboration from other service providers
Other people not being open to recommendations and therefore not implementing it for the client.
Not being allowed to discharge a client from service to maintain billing.
Restrictions through school district
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.