Application of Behaviour Modification Techniques in Reducing Disruptive Classroom Behaviour in Secondary Schools in Gombe State

Disruptive classroom behaviour is a significant impediment to effective teaching and learning in Nigerian secondary schools, and behaviour modification offers evidence-based strategies for sustainable behavioural change within school guidance frameworks. This study examined the application of behaviour modification techniques in reducing disruptive classroom behaviour in secondary schools in Gombe State, North East Nigeria. A quasi-experimental design was used, with 48 identified disruptive students from four secondary schools assigned to experimental and control groups. The experimental group's class teachers and counsellors implemented a structured twelve-week behaviour modification programme combining token economy, contingency contracting, and positive reinforcement strategies. The Disruptive Behaviour Observation Checklist was used for pre- and post-intervention measurement. Analysis of covariance was applied. Findings revealed a statistically significant reduction in disruptive behaviour among students in the experimental condition, with sustained improvements observed at a four-week follow-up. Token economy was the most consistently effective technique. The study recommended that counsellors and teachers in Gombe State schools receive joint training in behaviour modification techniques, and that school authorities formalise collaborative counsellor-teacher behaviour management protocols. Ministry of education supervision should include assessment of behavioural intervention implementation in school counselling units. Keywords: behaviour modification, disruptive classroom behaviour, secondary school, Gombe State, counselling intervention.