The study focused on determining the Effectsof Token Economy and Time-out Counselling Techniques on Disruptive Classroom Communication Behaviour among Secondary School Students in Zaria Metropolis.The study employed a quasi-experimental pre-test, post-test-Control group design. The purposive sampling technique was used to select threeprivate Secondary Schools in both Zaria and GiwaLGAs, while thirty-six Students were also purposively selectedto participate in the study during the Third Term of 2014/2015 academic session. Paired sample t-test and ANCOVA were used in testing the hypotheses. Four of the hypotheses 1, 2,3 and 5 were rejected while hypothesis 4 was retained. The result of hypothesis one revealed that Token Economy Counselling Technique has significant effect in reducing Disruptive Classroom Communication Behaviour of Secondary School Students (p-value0.000< 0.05).The result of hypothesistwo showed a p-value of 0.000<0.05 indicating that Time-out Counselling Technique has significant effect in reducing Disruptive Classroom Communication Behaviour. The result of hypothesis threerevealed that the hypothesiswas rejected and showed both techniques did not significantly differ in their effects (p-value 0.000<0.05) on Disruptive Classroom Communication Behaviour.Alsothe result of Hypothesis four was retained at a p-value 0.314>0.05 because no significant differential effect of Token Economy Counselling Technique was observed on Disruptive Classroom Communication Behaviour between male and female Secondary School Students .It was recommended amongst othersthat School Counsellors could use both Counselling Techniques collectively in managing Disruptive Classroom Communication Behaviour among Secondary School Students.