ABSTRACT
Having identified an unwanted behaviour and taken steps to alter its circumstances or consequences in order to improve the way children behave, how do you know that your alterations are working? In this chapter we explain how you can gather information about changes in children’s behaviour so as to evaluate what you are doing in class. Then we go on to consider the difficult question: when is ‘unwanted’ behaviour so serious as to be called a ‘problem’? We outline ways in which a teacher can take a closer look at disturbing or intractable unwanted behaviours so as to assess whether they are as serious as they seem.
