Professional Documents
Culture Documents
Acceptability of and Resistance to Applied Behaviour Analysis and other Behaviour Techniques
Rachele M. Arseneau
BHSC 1001
Assignment #1
Gina Varelas-Stapper
Acceptability of and Resistance to Applied Behaviour Analysis and other Behaviour Techniques
shown to be effective in reducing problem behaviours in children and adults with a variety of
developmental needs. Many research studies have shown the effectiveness that function based
(ONeill, Bundock, Kladis & Hawken, 2015) and improving self-determination and quality of
life. When institutions were highly used, people with challenging behaviours were treated using
negative, detrimental procedures that decreased their ability to join their community, decreased
quality of life and did not teach socially acceptable ways of communicating their needs. Due to
conflicting views, behaviour professionals are often met with resistance when presenting ABA
techniques to school professionals and to parents. This begs the question, what cause resistance
to the use of behavioural treatments and how can behaviour professionals teach or demonstrate to
Research has shown that with more education and experience, parents, teachers and
other professionals working with individuals with challenging behaviours will be more
acceptable of ABA and behavioural modification techniques. Professionals and parents with
exposure to the use of behavioural treatments are more likely to accept the methods than
professionals and teachers that have less exposure, education and experience.
The history of behaviour treatments and ABA will be discussed, along with some of
the reasons why teachers and parents resists ABA, some research that has proven ABA
effectiveness, an intrusiveness study of ABA and ways to encourage teachers to cooperate with
ABA.
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 3
History of ABA
significance. ABA discovers environmental variables that reliably influence behaviour and
develop a technology that practically uses those discoveries (Cooper, Heron, Heward, 2007).
Prior to positive behaviour supports and other forms of ABA, individuals with
disabilities with challenging behaviours who were receiving support were vulnerable to abuse,
neglect and restrictive procedures (Baker & Allen, 2012), some in attempts to reduce or contain
their dangerous and/or destructive behaviours. Some of the resistance to behavioural treatment
stems from the historical uses of punishment and reinforcement systems. People with
maladaptive behaviours who lived in institutions were treated poorly and were stripped of their
rights and abused. Although the professionals at the time were using positive and negative
reinforcement, they were not following ethical or moral guidelines to how people with
Positive behaviour supports (PBS) were developed to reduce the use of aversive
procedures such as punishment (Baker et al., 2012). The changes that PBS demonstrated helped
to illustrate that individuals with intellectual disabilities were able to make changes to
maladaptive behaviour (Baker et el., 2012). It showed that the poor environments of institutions
created learned behaviours, and that they can be unlearned and exchanged for more socially
Baker and Allen explained that services for people with disabilities began a push towards
peoples human rights as they moved away from institutions into community settings (2012).
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 4
This time, however, also showed an increase in the use of punishment procedures such as
restraints, electric shocks and removal of possessions (2012) in order to redirect a persons
problem behaviour.
The possibility remains that there were worse aversive procedures occuring prior to PBS,
but were not being well documented. Once researchers had a reason to document treatments and
behaviours, it created a visible correlation between using behaviour programs and the increase in
punishment behaviours.
Behaviour Analysts (BAs) have 3 decades of data that prove the effectiveness of ABA
and behavioural treatments. Many BAs are now working in schools, group homes, hospitals,
correctional facilities, retirement homes and other location. BAs are often met with different
types of resistance when introducing, teaching and collecting data for behaviour modification
programs. Some teachers and support staff will tell you what they dont like about the program.
Other support staff will simply not follow the program or collect data, which could be more
Schreck and Mazue (2008) conducted a survey with behaviour analysts where results
indicated they were using a practice not supported by scientific evidence and endorsed some
and lack of support of interventions in research literature (Mayton et al., 2014) Research such as
this would assist to explain where some resistance to ABA and behaviour modification comes
from.
Studies have shown that teachers and education assistance can successfully implement
FBA procedures and function-based interviews (O, Neill, et al., 2015). Due to some resistance in
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 5
the use and effectiveness of FBA, questions still remain about the validity, reliability, and
treatment integrity of FBA procedures occurring at this level (ONeill, Bundock, Kladis &
Hawken, 2015).
Some support staff have a lack of interest and willingness to participate in the program.
This will also jeopardize the reliability of the treatment process (Butler et al., 2002). If someone
is happy with how their work life is going, are resistant to change in general or dont want to
make extra work for themselves, they may be unwilling to participate in the program. This will
create more issues for the individual and other people involved.
Behavioural Consultants (BCs) are often asking teachers and other professionals to
change their behaviour in order to create change in the student (Butler et al., 2002). Teachers
often take home a lot of their work and spend a lot of their time and money on their classrooms.
Also, sometimes, it is not the teacher who has requested the support, but rather another
professional in the school that has recommended the student for behavioural therapy. Teachers
feel pressure to accept ABA when their views may not coincide with ABA techniques.
Another reason why some parents and professionals are avoiding behavioural treatments
is that they view the individual with intellectual disabilities as their mental age, rather than their
biological age. The individual might be being coddled and the support network doesnt want
anything bad to happen to this individual. This happens in schools by EAs and teachers, in
group homes by Direct Support Professionals, at home by parents and in other institutions where
behaviors are occurring. Some also say that behaviour treatments only work for children and
adults who have less severe intellectual disabilities (Baker et al., 2002). Some people have even
used less technical and more general interventions that do not require the understanding of the
As Tingstrom and Edwards stated, even the most useful and effective interventions will
be left useless if they are not being implemented (Butler, Weaver, Doggett & Watson, 2002). This
means that even when a behavioural consultant has made an easy to follow, potentially effective
support plan, if the support staff are not following through with the guidelines, it will become
ineffective and may actually increase the behaviour as a way for the individual to resist the
program.
Skinner and Hales (1992) wrote that prior to exposure to ABA training, teachers
would observe classroom behaviour as being based on developmental stage or the childs age.
After in-service and pre-service teachers were exposed to new information on ABA, data
collection and training methods, their views changed more towards being attributed to behaviour.
Elvin et al. (2001) reviewed 100 published articles regarding FBA procedures. Only 2%
(ONeill, 2015). The studies that do note these items have indicated that FBA procedures are
acceptable and useful. They also reported widely varying levels of use and significant concerns
about knowledge, skills, and use by educators and other clinicians. Teachers, special educators
and psychologists results on acceptability can be varied based on education, experience and
describable. Teachers have been taught to view behaviours as coming from within the child.
Pre-service and in-service teachers who were taking a classroom management course
were asked which factors they thought affected a classroom students behaviour the most. The
factors to choose from were developmental, physiological, psychoanalytical, and two types of
behaviour. The survey was completed before and after the course for comparative results. The
results of the survey indicated a major change in the pre-service teachers away from the cause
being psychoanalytical and physiological and towards behavioural, and a major change for in-
service teachers in their views on development, more towards behavioural (Skinner et al., 1992)
Langthorne and McGill (2012) wrote an article on a study assessing the social
acceptability of functional analysis procedures among 10 parents and 3 teachers of children who
had recently received functional analysis. The study used a 9-item questionnaire. Findings
indicated several respondents acknowledged some degree of discomfort or their child. All other
indications of the functional analyses were positive. The majority of the respondents reported FA
to be an acceptable means of assessing problem behaviours. Problem with this study was that the
participants had already participated in FAs prior to the study, so it becomes somewhat biased
on previous experience.
Langthorne and McGill (2012) in a separate study also noted that the social acceptability
of ABA of two teachers changed after receiving training on how to implement functional
analyses. This study shows that with more education on ABA and behavioural treatment
strategies, more teachers and professional may be more inclined to accept and use ABA, rather
ONeill et al. (2015) wrote an article about a survey that was conducted assessing the
acceptability of a variety of FBA procedures. 123 special educators and 140 school psychologists
were surveyed, including information about their teaching location, grades taught, highest level
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 8
of education and number of years teaching. The participants showed generally positive
Elliot (1988), Reimer & Wacker, and Tobin & Sugai (1993) suggested that there is
of intervention, intrusiveness and aversiveness of interventions and the time and effort involved
Michelle Kelly and Dermot Barnes-Holmes discussed the research around the Implicit
reinforcement and punishment interventions when dealing with different behaviours (Kelly &
Holmes, 2014). 15 teachers trained in ABA (ABAT) and working with children with
developmental disabilities and 15 teachers trained and working in mainstream primary education
(MT) participated in the study. Results showed that ABAT teachers were pro reinforcement for
all behaviours, while MT teachers were pro reinforcement for good behaviours and pro
Rating Form- Revised (TARF_R, Reimers et al., 1992), and Behaviour Intervention Rating Scale
(BIRS; Von Brock and Elliot, 1987) and others systems to measure the acceptability of
Eckert and Hintae (2002) stated that interventions that are developed to increase
behaviour are more acceptable than interventions developed to decrease behaviour (Kelly et al.,
2014). Kazdin (1980) and Hastings et al., (2004) indicated that clinical staff rated reinforcement
based interventions more acceptable than approaches based on punishment. (Kelly et al., 2014).
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 9
These statements assist researchers to understand the acceptability of ABA and to present it in a
Characterisitcs of the rater also affect acceptability including knowledge and experience (Kelly
et al., 2014). These correlations made the study lean towards assessing attitudes and opinions
that account for treatment acceptability. IRAP has a good base for assessing acceptability of
Cultural Differences
Some factors in acceptability of ABA are in regards to cultural differences. Some parents
who are not originally from Canada themselves, have a language barrier or different parenting
styles, or all of the above, may not be very accepting of the behaviour consultant in general or of
Janet Mah and Charlotte Johnston sampled 117 Euro- Canadian and Chinese
immigrant mothers of boys aged 4 to 8 years old. The survey found that Chinese immigrant
mothers were more acceptable of punishment techniques like spanking or overcorrection than
Euro- Canadians who were more authoritarian (Mah & Johnston, 2012) Rewards were regarded
The goal of the survey was to increase the cultural sensitivity of mental health
services for the underserved population of Chinese-Immigrant families (Mah et al., 2012). Yeh
et al. (2003) indicated that Asian North-American families are under referred to support services.
They recognized that these families show less therapeutic involvement in mental health services
Other programs such as Behavioural Parent Training programs tend to fail due to parents
not actively participating fully in office or at home. Ethnic families are less likely to enroll in
An early study by Julian C. Leslie (1997) indicated a couple of social factors that have
surfaced that bring attention to ethical issues for behaviour analysts and other behaviour
professionals.
1997). Skinners use of the word control in his description of the science of behaviour portrays
behaviour analysis as things being done to the individual rather than to benefit their quality of
life. Another factor is that some people view a link to SR psychology (stimulus-response). SR
implies that all behaviour is being forced out or coerced from individual especially with the
contingencies or reinforcement (Leslie, 1997). Behaviour analysts would argue this. A third
factor is media misrepresentation. The media covers news that is exciting and grabs viewers
attention. They are telling stories of failure in ABA rather than the success stories.
Mayton, Carter and Wheeler (2014) wrote an article about the intrusiveness of behavioural
treatments for individuals with developmental disabilities. Their study aimed to determine the
The study used Base Line Intrusiveness Procedures (BLIP) and Modified Level
Intrusiveness Procedures (MLIP) to determine the amount of intrusiveness used in the behaviour
treatments. BLIP included physical prompting and attempting to minimize or eliminate problem
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 11
behaviour as factors. It also included factors such as increasing the effort required to engage in
problem behaviour and restricting access to activities. The latter are looked at as potentially
negatively effecting an already vulnerable person with an intellectual disability and affecting
their quality of life. Mayton et al. also stated that some level of intrusiveness is required, even
Some intrusiveness level factors that Mayton et al., (2014) indicated to consider were
resist or compromise and increased level or use of intrusiveness including time-out, drug-use or
electric shock. They explained how some procedures could result in a situation where someone
There are some treatment components that increase intrusiveness but may or may not be
necessary for producing the desired effect on behaviour. These include involving peers and other
professionals, requiring the individual to participate and involving parents and other caregivers
Carter et el., (2002) said there is limited guidance in determining the level of
intrusiveness or intrusiveness reducing portions to these procedures (Mayton et al., 2014) It was
noted that when you factor in intrusiveness-reducing factors such as access to reinforcers,
individuals preferences in reinforcement, the overall intrusive picture of MLIP and BLIP appear
much lower. When BLIP is observed individually, the intrusiveness factors are more evident.
Mark Brend and Dave Jackson wrote an article about a 18-year-old boy who was
having many documented reports of physical restraints. This study came after the death of a 15-
The report on 18-year-old Richard indicated that he was in the process of leaving
child services and gaining services from Choice Support. There were many factors and elements
changing in his life at this time, including transitioning into adulthood (Brend & Jackson, 2006).
In the first 7 months of 2003, there were 42 incidents where some sort of injury occurred to
Richard or a staff member. There were records that before Choice support became involved,
there were 180 documented episodes of restraint used. His behaviour was deemed as
unpredictable and out of control with no known triggers. Dave Jackson knew that you must
understand the function and meaning of behaviour, and began working on a plan with Choice
Support and Richards parents. He figured that the used of physical restraints was provoking even
more violent behaviour. Jackson began with changes to environmental strategies, teaching
functionally equivalent skills, reactive strategies and staff training (Brend & Jackson, 2006).
With these services in place, there was a quick reduction in incidents of restraints, a reduction in
staffing, a reduction in the annual cost of service and different types of staff training that did not
include the use of physical restraints (Brend et al., 2006). Brend and Jackson have demonstrated
how the systematic application of positive behavioural support methods have dramatically
increased Richards quality of life, and have completed eliminated the use of physical restraints.
Butler et al. (2002) suggest that it is essential to create a positive relationship between the
BC and the classroom teacher or other working professionals. It is important that the teacher
trusts the BC and that they are willing to cooperate in the early stages of intervention (Butler et
al., 2002).
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 13
professionals and parents, individuals from the Mississippi State University created a list of
professional responses that can be utilized to answer some teachers statements and concerns.
It is worth noting some of these examples as they may be very helpful to have ready
when dealing with resistance to behavioural intervention. They noted that a teachers response to
behavioural interventions might be the it is not fair to the rest of the class that one students gets
rewards. A way to respond to this might be that you could give the reward in private and create
on to one attention. Since the childs behaviour is disruptive, the other children would probably
appreciate and understand the intervention. Another common teacher response is that they dont
have time to deliver the reinforcers or pay attention when the child is behaving appropriately. A
way to respond to this might be that rather than the teacher spending their time correcting,
redirecting, punishing or explaining to parents the situation, they can use the time to reinforce the
child during critical learning opportunities (Butler et al., 2002). The teacher can also develop
some ways to provide brief frequent bursts of attention using a small amount of time such as
allowing the student to hand out papers, run errands or have a turn to be the line leader (Butler et
al., 2002).
Conclusion
There are a variety of reasons why some teachers, other professionals and parents resist
treated people with developmental disabilities poorly. Applied behaviour Analysis (ABA) and
Prior to positive behaviour supports and other forms of ABA, individuals with
disabilities with challenging behaviours who were receiving support were vulnerable to abuse,
neglect and restrictive procedures (Baker & Allen, 2012). Positive behavior supports were later
being used to encourage positive desirable behaviours and reduce negative behaviours, but some
people were still skeptical of PBS. Today, behavior professionals are met with resistance from
parents, teachers and other professionals when trying to teach and demonstrate new ABA
programs. Some of the reasons for resistance are a lack of experience and education with ABA,
historical implications and cultural difference. Studies have shown that with more education,
experience and exposure, parents and teacher are starting to accept behavior techniques for the
social validity. Professionals and parents with exposure to the use of behavioural treatments are
more likely to accept the methods than professionals and teachers that have less exposure,
education and experience. There are still come ethical implications with ABA such as isolation
and overcorrection. However, research has shown the effectiveness of ABA at reducing problem
behaviors and increasing quality of life for the individuals with challenging behaviours. With
more research, practice, education and experience, there will be a community of professionals
that share and understand the validity of ABA and behavior modification programs.
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 15
References :
Baker, P., Allen, D. (2012). Use of positive behaviour support to tackle challenging
Butler, T. S., Weaver, A. D., Doggett, A., Steuart Watson, T. (2002). Countering Teacher
Cooper, J. O., Heron, T. E., Heward, W. L. (2007) APpled Behavior Analysis (2nd ed.).
Langthorne, P., McGill, P. (2011). Assessing the Social Acceptability of the Functional
Current Issues. The Psychological Record; Fall 1997; 47, 4; ProQuest Central. 637.
Intent to Use Behaviour Child Management Skills. J Child Fam Stud, 21, 486-479. Doi:
10.1007/s10826-011-9502-z.
ACCEPTABILITY OF APPLIED BEHAVIOUR ANALYSIS 16
Mayton, M., R., Carter, S., L., Wheeler, J., J. (2014) Intrusiveness of Behavioural
35(1), 54-61.
Behaviour: One Possible Barrier to the Acceptance and Use of Applied Behaviour Analysis
Procedures in the School. Journal of Educational And Psychological Consultation, 3(3), 219-232.