In this week's chapter, the authors examined concerns and doubts surrounding ABA. In my experience at schools I have met with a lot of trepadation and wariness about ABA from school staff. Specifically, earlier this year I worked at a site where a SPED clas had a student with some behavior issues, pinching, throwing, etc, and the school was advised by the student's behavior consultant (who came to school once a week) to use ABA and positive reinforcment and to decrese the amount of "punishment" (time outs, etc.) and negative stimuli. The teacher and classroom staff happily adopted this new policy. However, other school staff didn't buy into this theory and continued to yell/berate this student when he misbraved and were relunctant to give any positive reinforcement. These staff members included recess moinitors, lunchroom staff, library staff, and other teachers. The teacher talked to these staff members, but they only followed this child's plan when the teacher or consultant were around. Because of this, the student's behavior plan wasn't as effective as it could have been.
Has anyone successfully brought other reluctatn staff on board with ABA and how?
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I think that your situation is very common. ABA and positive reinforcement are counterintuitive to many people who work in schools. I think this is because our society practices punishment in the form of prison and fines. I think the feeling of many people who work in schools is that positive reinforcement is unfair and those students deserve to be punished. I am not sure what the solution is other than trying to train your staff.
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