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“Status quo bias and resistance to positive behaviour support: implications for leaders”

Konstantinos M. Ntinas (Coordinator of Special and Inclusive Education, Regional Center for Educational Planning of Thessaly, Greek Ministry of Education and Religious Affairs, Larisa, Greece)

Tizard Learning Disability Review

ISSN: 1359-5474

Article publication date: 14 September 2022

Issue publication date: 7 December 2022

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Abstract

Purpose

This paper aims to focus on why some practitioners in learning disability services resist implementing evidence-based approaches, such as positive behaviour support, despite its benefits.

Design/methodology/approach

Status quo bias theory was used to explain why practitioners choose existing practices over evidence-based approaches despite the negative consequences to their well-being.

Findings

Staff members’ decision to maintain the status quo should not be based solely on a cost–benefit analysis, as is commonly believed, as several factors influence it.

Originality/value

This lies on the development of leadership action based on the factors that influence staff's decision making in favour of the status quo.

Keywords

Citation

Ntinas, K.M. (2022), "“Status quo bias and resistance to positive behaviour support: implications for leaders”", Tizard Learning Disability Review, Vol. 27 No. 3/4, pp. 144-151. https://doi.org/10.1108/TLDR-11-2021-0033

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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