Beyond Compliance: Rethinking School-Based ABA Through Assent, Autonomy, and Ethical Practice

In school-based applied behavior analysis, compliance is frequently used as an indicator of intervention success. However, when behavioral goals prioritize following directions, completing demands, or eliminating refusal without considering student autonomy and social validity, behavior analysts may overlook important ethical and clinical considerations. This presentation examines the limitations of compliance-focused school interventions through the lens of compassion-focused ABA, drawing on the preliminary framework proposed by Rodriguez, Tarbox, and Tarbox (2023). Participants will explore four foundational tenets—noncontingent compassion, positive reinforcement, acquiring assent, and protecting dignity through least restrictive practice—and consider their implications for neuroaffirming, ethically responsive school-based services. Using realistic classroom scenarios involving instructional demands, task refusal, transitions, and competing stakeholder expectations, participants will critically evaluate common intervention practices and identify practical alternatives. Emphasis will be placed on operationally defining and responding to individualized indicators of assent and withdrawal, evaluating the social validity of behavioral goals, modifying environmental and instructional conditions, and collaborating with educational teams. Participants will apply relevant BACB ethical standards and behavior-analytic research to evaluate existing intervention procedures and develop feasible, student-centered alternatives. Attendees will leave with actionable strategies for supporting meaningful participation, self-advocacy, and skill acquisition while maintaining educational responsibilities and attending to student safety.

1. 1Describe the four tenets of compassion-focused ABA proposed by Rodriguez, Tarbox, and Tarbox (2023) and identify their applications in school-based behavior support. Evaluate compliance-focused behavioral goals and intervention procedures using relevant BACB ethical standards, social validity considerations, and principles of neuroaffirming practice. Identify observable indicators of student assent and assent withdrawal and describe appropriate practitioner responses within school-based instructional contexts. Recommend at least three modifications to school-based intervention procedures that promote student autonomy, meaningful participation, and dignity while addressing instructional and safety needs.