这种方法强调如何通过使用行为主义原则来教授和学习合适的行为。教师首先确定他们认为可取的行为，以及那些被认为具有破坏性和不可取的行为，然后将这些规则传达给学习者。然后，教师奖励表现出理想行为的学习者，从而通过向学习者展示展示适当行为的积极结果来改变行为(Pritchard, 2009)。行为管理方法，如“武断的纪律”，也遵循类似的模式。在这种情况下，建立了一系列的规则，遵守规则的人有奖励，不遵守规则的人有结果，这些奖励和结果一直被应用(Canter and Canter, 1992)。目前英国政府对学校行为管理的指导方针也采用了这种方法。行为主义原则也可用于帮助理解破坏性行为一旦发生。从行为主义者的角度来看，理解破坏性行为不需要考虑学习者的内部心理状态或意识，因为人们相信，通过对表现出来的行为的检查，可以理解信念、动机和满足感等状态(Woollard, 2010)。相反，对破坏性行为的分析只需要检查行为本身和行为发生的环境，而不涉及学习者的心理过程。行为是通过使用一个称为ABC模型的模型来检查所表现的行为之前或之后发生了什么。
This approach emphasises how appropriate behaviour can be taught and learned through the use of behaviourist principles. The teacher firstly identifies the behaviours that they consider to be desirable and those that are considered to be disruptive and undesirable and then communicates these rules to the learners. The teacher then rewards the learners who display the desirable behaviour, thus changing behaviour through showing the learners the positive consequences of displaying appropriate behaviour (Pritchard, 2009). Behaviour management approaches such as ‘assertive discipline’ follow a similar pattern. In this case, a series of rules are established, there are rewards for those who follow the rules and consequences for those who do not, and these rewards and consequences are consistently applied (Canter and Canter, 1992). Current government guidelines for the management of behaviour in UK schools also adopt such an approach .Behaviourist principles can also be used to help understand disruptive behaviour once it occurs. From a behaviourist perspective, the understanding of disruptive behaviour does not require any consideration of the learner’s internal mental states or consciousness as it is believed that states such as belief, motivation, and satisfaction can be understood through an examination of the manifested behaviour (Woollard, 2010). Instead, an analysis of disruptive behaviour requires only an examination of the behaviour itself and the context in which the behaviour occurs with no reference to the learner’s mental processes. Behaviour is examined in terms of what comes either before or after the manifested behaviour using a model known as the ABC model.