Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students

Table 4 shows that after receiving shaping technique therapy, one out of the 30 students who were late for 20 days before the treatment came late for 12 days, 5 of them came late for 14 days, 6 came late for 15 days, 2 came late for 16 days, 5 of them came late for 17 days and 5 of them came late for 18 days. Also 5 of the students came late for 19 days while one of them came late for 20 days, showing no change in behaviour.
Again 2 of the 30 students in the control group came late for 18 days, 3 of them came late for 19 days, while 25 of them came late for 20 days, showing no change in behaviour.
Shaping as a technique is therefore effective in reducing lateness among secondary school students.

In Table 5, it was discovered that after receiving shaping therapy, 23 students who came late at 8.36 to 9.05am days and 7 others who use to come late at 9.06 to 9.35am days reduced in the time they came late. Six of them came late at 7.35 to 8.05am standing for very mild lateness, 23 of them came late at 8.06 to 8.35am standing for mild lateness and only one of them came late at 8.36 to 9.05am standing for severe lateness.
On the other hand, out of 28 of those in control group who were known for severe lateness and 2 known for very severe lateness before receiving normal group counselling programme on late coming from their school counsellors, 4 came late at 8.36 to 9.05am (mild lateness), while 26 others acme late at 9.06 to 9.35am (severe lateness).
Therefore, shaping is effective in reducing the time of lateness of the students.