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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.

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.

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.

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

Direct care staff may be resistant to the use of behavioural interventions. Whilst some research suggests that resistance to the cost of behavioural interventions is one factor of influence, there is lack of research exploring why staff are influenced by the cost. The purpose of this paper is to explore this issue.

In this paper, the phenomenon of resistance is analysed with the help of behavioural economics and of the behavioural perspective model (BPM).

The resistance to the cost of behavioural interventions is correlated with the low quality of the working environment and ways in which staff might attend to factors which protect their own well-being.

Services might need to focus on the ways in which behavioural interventions protect staff’s well-being.

This paper explores the use of the BPM and of behavioural economics as conceptual tools for the analysis of the factors leading to non-adoption of behavioural interventions.

The aim of this paper is to analyse the factors which explain teachers' resistance to the implementation of functional behaviour assessment (FBA). The implications for provision of adequate administrative support that will reduce or prevent resistance are identified and briefly discussed.