ABSTRACT
Behavioural consultants encounter teachers who refuse to continue behavioural techniques, saying that they were not really helping the child even though the child's behaviour had changed in the expected direction. Chazan and Laing consider that many teachers feel 'uneasy' with the jargon of behaviour modification. They add that it is sometimes difficult for teachers to ignore undesirable patterns of behaviour and to achieve the consistency of response required in busy classrooms. The behavioural model has three key stages: achieving appropriate co-operation; developing a relationship with the child; and changing behaviours. The criterion used for ordering is the child's own perception of his difficulty level and his ability/motivation to change. After ensuring the referrer's co-operation and building rapport with the child, the key factor is to continue to see the child on a regular basis until the unwanted behaviours have been modified. This chapter presents a case study to support this model. It outlines the various benefits of the adapted model.
