ABSTRACT
This chapter deals with the nature of behaviour-management programmes, including the emergence of self-management of behaviour and three criteria for management of student-behaviour programmes. It describes the relationship between behaviour, academic and organizational plans and explains the use of Process-Based Instruction (PBI) plans with younger students and adolescents. The chapter reviews how to maintain PBI plans in the social and affective domains. More traditional behaviour-management approaches are based upon the antecedents, behaviour and consequences continuum. Reinforcement of behaviours is the critical feature in the maintenance or removal of unaccep-table behaviour. The PBI model is based on the belief that students must aim to attain autonomy in learning and problem-solving. Hence, PBI plans assist in the transfer of knowledge and skills from some external source to the student. When using PBI plans in the social and emotional domains, the teaching-learning strategies apply in much the same way as they do in academically-oriented plans.
