Behavior Management and Learning Outcomes of Learners with Special Needs: Basis for Behavior Management Model
DOI:
https://doi.org/10.5281/zenodo.21682283Keywords:
behavior management, behavioral interventions, inclusive education, learners with special needs, learning outcomes, special needs educationAbstract
This study assessed behavior management practices and their relationship with the learning outcomes of learners with special needs and used the findings as the basis for a contextualized behavior management model. A descriptive-evaluative design was employed among 202 purposively selected respondents from public elementary schools in the City Schools Division of Malabon, consisting of 8 school administrators, 32 Special Needs Education (SNED) teachers, 136 receiving teachers, and 26 parents. Data were collected through an expert-validated, researcher-made questionnaire and analyzed using percentage, weighted mean, one-way analysis of variance, Pearson product-moment correlation, and the t test of significance at the .05 level. Behavior management practices were generally evident (composite mean = 3.92), with positive behavioral techniques receiving the highest assessment and token-economy techniques the lowest. Significant differences were found among the four stakeholder groups for all five behavioral-management domains. Learning outcomes were generally evident (composite mean = 3.40); social skills development and academic achievement were the strongest areas, whereas writing skills and numerical proficiency required greater support. Applied behavioral, cognitive behavioral, and socio-emotional learning techniques were significantly related to selected learning outcomes, while positive behavioral and token-economy techniques showed no significant relationships with the measured outcomes. Challenges in behavior management and learning outcomes were moderately evident. Based on these findings, The Inclusive Classroom Behavior Management Guide for Beginning Teachers was developed and was rated acceptable (composite mean = 3.51). The study concludes that inclusive behavior support should be collaborative, differentiated, systematically monitored, and integrated with direct academic intervention.
Downloads
References
Bernal, C. L. C. (2022). Token economy system in improving task completion among kindergarten students [Master’s thesis, De La Salle University]. Animo Repository. https://animorepository.dlsu.edu.ph/etdm_elmd/18
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Department of Education. (2021). DepEd Order No. 044, s. 2021: Policy guidelines on the provision of educational programs and services for learners with disabilities in the K to 12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2021/10/DO_s2021_044.pdf
Department of Education. (2024). DepEd Order No. 010, s. 2024: Policy guidelines on the implementation of the MATATAG Curriculum. https://www.deped.gov.ph/wp-content/uploads/2024/07/DO_s2024_010.pdf
Eligio, L. S., & Valdez, K. G. (2025). The effectiveness of social-emotional learning in the revitalized homeroom guidance program of the University of Baguio Laboratory Elementary School. International Journal of Education and Social Development, 2(3), 1–12. https://doi.org/10.54097/308hzn90
Fallon, L. M., DeFouw, E. R., Cathcart, S. C., Berkman, T., Robinson-Link, P., O’Keeffe, B. V., & Sugai, G. (2022). School-based supports and interventions to improve social and behavioral outcomes with racially and ethnically minoritized youth: A review of recent quantitative research. Journal of Behavioral Education, 31, 123–156. https://doi.org/10.1007/s10864-021-09436-3
Fenanlampir, A., & Mutohir, T. C. (2021). Emotional intelligence and learning outcomes: Study in physical education. Journal Sport Area, 6(3), 304–314. https://doi.org/10.25299/sportarea.2021.vol6(3).6836
Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860
Friend, M., & Bursuck, W. D. (2022). Including students with special needs: A practical guide for classroom teachers (9th ed.). Pearson.
González, J., Melgoza, E., Cabeza, L., & Okoye, K. (2024). Assessment of students’ learning outcome and competency through a blend of knowledge and practical ability. International Journal of Instruction, 17(2), 561–582. https://doi.org/10.29333/iji.2024.17231a
Hronis, A., Roberts, L., & Kneebone, I. I. (2017). A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy. British Journal of Clinical Psychology, 56(2), 189–207. https://doi.org/10.1111/bjc.12133
Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022). COVID-19 pandemic and student reading achievement: Findings from a school panel study. Frontiers in Psychology, 13, Article 876485. https://doi.org/10.3389/fpsyg.2022.876485
Republic Act No. 11650. (2022). An act instituting a policy of inclusion and services for learners with disabilities in support of inclusive education. Official Gazette of the Republic of the Philippines.
Refozar, R. F. (2022). Research methods and technical writing. Unlimited Books Library Services & Publishing.
Rilveria, J. R. C. (2022). Using applied behavior analysis in addressing biting behavior of a child with autism: A case study. International Journal of Behavioral Sciences, 16(2), 162–169. https://pages.upd.edu.ph/jcrilveria/publications/using-applied-behavior-analysis-addressing-biting-behavior-child-autism-case
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237–248. https://doi.org/10.5539/elt.v3n4p237
Supriatna, E., Hanurawan, F., Eva, N., Rahmawati, H., & Yusuf, H. (2024). Analyzing factors affecting social skills development among students in Indonesian schools. Islamic Guidance and Counseling Journal, 7(1), 100–115. https://doi.org/10.25217/0020247447100
The Constitution of the Republic of the Philippines, Article XIV. (1987). Official Gazette of the Republic of the Philippines.
Turnbull, A. A., Turnbull, H. R., Francis, G. L., & Burke, M. M. (2022). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (8th ed.). Pearson.
UNICEF. (2021). Seen, counted, included: Using data to shed light on the well-being of children with disabilities. United Nations Children’s Fund.
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6, Article 4. https://doi.org/10.1186/s40862-020-00108-9
World Bank, UNESCO, UNICEF, Foreign, Commonwealth & Development Office, USAID, & Bill & Melinda Gates Foundation. (2022). The state of global learning poverty: 2022 update. World Bank.
Yang, X., Dulay, K. M., McBride, C., & Cheung, S. K. (2021). How do phonological awareness, rapid automatized naming, and vocabulary contribute to early numeracy and print knowledge of Filipino children? Journal of Experimental Child Psychology, 209, Article 105179. https://doi.org/10.1016/j.jecp.2021.105179
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
