Strategies in Dealing with Disruptive Behavior of Learners with Special Education Needs
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Abstract
This descriptive comparative study examined behavioral management strategies used by special education (SPED) and general teachers to address disruptive behaviors among learners with special needs. Surveys were distributed to a purposive sample of 110 SPED and general teachers from three public schools. The majority of teachers were female, aged 27-50 with 6-10 years' experience and master's degrees. SPED teachers addressed disabilities including intellectual, autism, Down syndrome, and ADHD, while general teachers had students with ADHD, intellectual disabilities, and autism. Both teacher groups commonly used positive reinforcement like praise and rewards as well as behavior modification through coaching and routines. Independent t-tests found SPED teachers reported significantly greater use of positive reinforcement, negative reinforcement, and behavior modification compared to general teachers. However, both groups demonstrated comparable emphasis on proactively addressing behaviors through customized support instead of solely consequences. The findings highlighted the need for ongoing professional development and a matrix-type Behavior Management Strategies Enhancement Plan.