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

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.