Application of Behaviour Modification Techniques in Managing Disruptive Behaviour in Special Education Schools in Abuja

This study examines the application of behaviour modification techniques in managing disruptive behaviour among pupils in special education schools in Abuja, Federal Capital Territory. Disruptive behaviour poses significant challenges in special education settings, where varied neurodevelopmental profiles require tailored management strategies. The study employs a mixed-methods design, combining questionnaire data from 120 special education teachers with observational records from six special schools in Abuja Municipal Area Council. The Behaviour Modification Practices Inventory and the Classroom Behaviour Assessment Checklist were used as instruments. Data were analysed using descriptive statistics, Pearson correlation, and thematic analysis of qualitative data. Findings reveal that teachers who consistently applied positive reinforcement, token economies, and functional behaviour assessments reported significantly lower frequencies of severe disruptive incidents. Inconsistent application of techniques, particularly across shift teachers, was identified as a key factor undermining behavioural gains. Qualitative data highlighted the importance of individualised behaviour plans co-developed with psychologists and parents. These findings support applied behaviour analysis as a guiding framework for special education behaviour management in Nigerian institutional contexts. The Federal Ministry of Education is advised to develop standardised behaviour modification training modules for all special education teachers and to mandate the involvement of qualified educational psychologists in creating and reviewing pupil behaviour plans. Regular supervision and inter-professional consultation should be institutionalised in special schools. Keywords: behaviour modification, disruptive behaviour, special education, Abuja, applied behaviour analysis.