ABSTRACT
This chapter concerns children whose difficulties are primarily manifested by disruptive and challenging behaviour in classroom settings. Although ‘within-child’ analyses can provide an indication as to why an individual child has a propensity to exhibit problem behaviour in school, these are insufficient as a comprehensive explanation for disruptiveness and non-compliance. With regard to disruptiveness in school, the most widely used technique is contingency contracting. This involves establishing a programme that systematically provides rewards and sanctions that are demonstrably contingent upon behaviour. The more confrontational ‘locked-gaze’ behaviours, in a school context, are usually the product of male teacher–male adolescent interactions. This latter situation is particularly problematic and may quickly escalate into physical confrontation. Even the most skilled teachers may find their performance deteriorating when they are under stress, and, in the case of the highly challenging child, they are less likely to utilise positive strategies when they lack confidence in their ability to effect behavioural improvement.
