Dr. Monika Uppal,
- Principal, Department of administrative , D.B.M.S. College of Education, Jamshedpur, Jharkhand, India
Abstract
Disruptive behaviour in elementary schools can interfere with teaching, learning, classroom management, peer relationships and the overall school environment. Students who display persistent disruptive behaviours require carefully planned interventions that address behavioural needs while maintaining their dignity and opportunities for positive participation. The present case study examined the effectiveness of selected behaviour control strategies in reducing disruptive behaviour in a ten-year-old Grade V student who demonstrated persistent difficulties across multiple school settings. The study was conducted over one academic semester using systematic classroom observation, teacher behavioural checklists, anecdotal records, school records, staff meetings, interviews with parents and school personnel, and direct observation by the researcher. The intervention programme included behaviour-specific social reinforcement, a structured point and reward system, additional recess and privileges, strategic ignoring of minor attention-seeking behaviours, activity curtailment, supervised time-out, role-playing, coaching, and continuous school-home collaboration. Findings indicated a substantial improvement in the frequency and intensity of disruptive behaviours following consistent implementation of the intervention programme. Social reinforcement and positive behaviour support emerged as the most effective strategies, particularly because they provided recognition and attention for appropriate behaviour. The structured reward system further encouraged self-regulation and positive participation. Strategic ignoring was useful for minor attention-seeking behaviours but was less effective when disruption was severe. Activity curtailment and supervised time-out were useful as supplementary consequences when applied judiciously and consistently. The study highlights the importance of individualized behaviour intervention, positive reinforcement, teacher consistency, parent-school collaboration and continuous monitoring. Although the findings are limited by the single-case design, they demonstrate the potential value of systematic, positive and collaborative behaviour management in elementary education.
Keywords: disruptive behaviour, behaviour management, positive reinforcement, social reinforcement, elementary education, classroom discipline, case study, school-home collaboration
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International Journal of Children
| Volume | 03 | |
| 02 | ||
| Received | 31/08/2026 | |
| Accepted | 16/09/2026 | |
| Published | 21/09/2026 | |
| Publication Time | 21 Days |