ABSTRACT
In this brief chapter we give consideration to the issue of evaluation. We not only consider this to be a vital component of any behaviour management plan, but of any educational intervention. The process of education, whether it is concerned with academic knowledge or social behaviour, sets out to foster change. If the desired change has taken place, then the intervention has been successful; if there is no change, or an undesired change has taken place, then the intervention has not succeeded. And as we have noted so many times in the course of this book, there is no value in pursuing interventions that do not work. On the contrary, a failed intervention, if repeated, will often exacerbate the problems it is designed to counter.
