If you’ve ever trained a new behavior therapist, you’ve probably asked yourself the million-dollar question: “Do they not know how to do it – or do they just not want to?”
That subtle but critical distinction – between a skill deficit and a motivation deficit – can make or break your staff training program. Understanding which one you’re dealing with shapes how you support, teach, and ultimately retain your team.
At first glance, “can’t do” and “won’t do” look similar. Both end with the same result: a task not getting done. But what’s underneath is entirely different. One is about competence. The other is about drive and motivation. Let’s dig into how to tell them apart and what to do next.
Step 1: Define What “Can’t Do” Looks Like
A can’t do problem means your staff member genuinely lacks the skill or knowledge to complete a task successfully. Maybe they haven’t practiced enough, didn’t understand the rationale, or never got clear modeling in the first place. You might hear things like:
- “I’m not sure what you mean by that.”
- “I thought I was doing it right.”
- “No one showed me that before.”
This isn’t defiance; it’s uncertainty. For example, if a new RBT is struggling with discrete trial instruction, it might not be that they don’t want to follow through. They might be overwhelmed trying to remember how to deliver the SD, prompt, and reinforce correctly while managing data collection.
When you spot a “can’t do” scenario, your role becomes clear: teach, model, and practice. Try this:
- Break down tasks into smaller, manageable steps. Don’t expect fluency in everything at once.
- Model the behavior yourself or show a video example so they can see it done well.
- Use behavioral skills training (BST): Instruction, modeling, rehearsal, and feedback – it works for clients, and it works for staff, too.
- Set mastery criteria. Be clear on what “good” looks like. Otherwise, you’re both guessing.
When the “can’t do” barrier is removed, most team members start performing better and with more confidence.
Are you a BCBA who loves your work but struggles with feeling overwhelmed, under pressure, and in need of REAL support?
We get it, and we’ve been there too.
As fellow BCBAs, we know how overwhelming it can be to take care of ourselves and the families we serve.
We created The Bx Resource as a way to unite and support fellow ABA professionals. By sharing our materials, guidance, and resources, we can help save you time and energy so that you can feel confident in the work you love!
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Step 2: Define What “Won’t Do” Looks Like
A won’t do problem, on the other hand, is about motivation. The person knows what to do but chooses not to. You might hear or see:
- “I’ll do it later.”
- “That’s not really how I like to do it.”
- Or just silence paired with avoidance.
This often isn’t intentional resistance. In ABA, we know all behavior serves a function. So if someone “won’t” do something, it’s worth asking: What’s reinforcing that behavior – or what aversive are they avoiding?
For instance, if a therapist avoids collecting data during sessions, it may be because the data sheets are confusing or because they fear being criticized if they make a mistake. In other words, the environment may be punishing the correct response.
Step 3: Diagnose Before You Prescribe
It’s easy to jump to conclusions, especially when you’re juggling clients, parents, and paperwork. But before assuming an employee is “lazy” or “unmotivated,” check the teaching history. Ask yourself:
- Have they had enough practice opportunities with feedback?
- Have expectations been made explicit and modeled clearly?
- Have we consistently reinforced the right behaviors?
If the answer is no to any of these, it might still be a can’t do situation in disguise. When you’ve provided solid training, feedback, and reinforcement, and the behavior still isn’t happening, then it’s likely a won’t do scenario – and time to look at motivation systems, not skill gaps.
Step 4: Addressing “Won’t Do” the ABA Way
When motivation is low, our ABA strategies are still the answer. The same principles that change client behavior apply beautifully to staff performance. Here’s how:
- Find the function. Why might they not engage? Is it escape from a hard task, lack of reinforcement, or unclear contingencies?
- Reinforce what you want to see. Recognition, encouragement, or even tangible rewards can go a long way – especially during those early training weeks.
- Make reinforcement immediate and meaningful. A “nice job” said at the right time can shape staff behavior faster than you think.
- Model enthusiasm from the top. Motivation is contagious. When leaders show excitement about client progress and celebrate small wins, it sets the tone.
And don’t underestimate the power of feedback done right. Supportive, behavior-specific praise (“I loved how you adjusted your prompt level quickly”) beats vague or critical comments every time.
Step 5: Creating a Culture Where Both Motivation & Skill Thrive
The best ABA teams are those where learning never stops, and motivation is built into the culture. When staff feel competent and valued, performance naturally improves. To create that kind of culture:
- Pair expectations with empathy. Remember, staff are human. They get tired, overwhelmed, and sometimes discouraged.
- Build fluency through repetition and feedback. Mastery feels good—it’s reinforcing!
- Reinforce effort as well as outcome. Not every session will be perfect, but persistence deserves recognition.
- Make success visible. Share progress charts, celebrate milestone achievements, and highlight team wins in meetings.
When people feel seen and supported, “won’t do” behaviors often melt away on their own.
Are you a BCBA who loves your work but struggles with feeling overwhelmed, under pressure, and in need of REAL support?
We get it, and we’ve been there too.
As fellow BCBAs, we know how overwhelming it can be to take care of ourselves and the families we serve.
We created The Bx Resource as a way to unite and support fellow ABA professionals. By sharing our materials, guidance, and resources, we can help save you time and energy so that you can feel confident in the work you love!
Become a Pro Member
Before labeling a staff member as “unmotivated,” pause and ask: Is it a can’t do or a won’t do? Nine times out of ten, the answer lies in how we teach and reinforce.
Skill gaps require instruction and modeling. Motivation gaps require reinforcement and connection. Both require patience, data, and empathy – the core of good ABA practice.
At the end of the day, our staff are just like our learners: capable, unique, and motivated by meaningful reinforcement. When we get that right, the entire team benefits – and so do the clients we serve.