The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on-task behaviour of two "disruptive" secondary school classes reported. It is claimed that levels of pupil on-task behaviour were significantly increased in both classes. Concomitant changes in teacher behaviour were also reported and it is suggested that increased levels of pupil on-task behaviour may have elicited higher levels of positive verbal behaviour from the teachers.

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