Author
Jenny Ann Villarosa
Cebu Technological University – Main Campus
R.Palma St., Cebu City, Philippines
Email: villarosajennyann19@gmail.com
Abstract
This study determined the outcomes of Positive Behavioral Interventions and the challenges encountered by teachers in special needs education program in implementing PBIS during the 2025–2026 school year at selected public schools in Cebu City. A Descriptive Correlational research design was employed to examine the relationship between PBIS outcomes and implementation challenges. The respondents of the study were forty (40) Special Education teachers from First National High School for Hearing Impaired and Zapatera SPED Center in Cebu City. A purposive sampling technique was used to select teachers who were directly implementing PBIS in special needs education program settings. Data were gathered through a structured survey questionnaire designed to measure behavioral outcomes and the level of challenges encountered in PBIS implementation. Statistical treatment included descriptive statistics to determine the level of behavioral outcomes and challenges, and correlational analysis to test the relationship between the two variables. Findings showed very satisfactory behavioral outcomes in terms of cooperation and respect for peers and overall classroom climate, while satisfactory outcomes were observed in the reduction of disruptive behavior, motivation to follow classroom rules, and inclusivity among diverse learners. Teachers experienced moderate to high challenges related to consistency of PBIS implementation, time and workload management, professional development, adequacy of instructional resources, and inter-professional collaboration. Results further revealed that there was no significant relationship between the behavioral outcomes of PBIS and the challenges encountered by teachers. The study concluded that PBIS is an effective and adaptable framework for improving student behavior in special needs education programs despite the presence of implementation challenges.
Keywords: Positive Behavioral Interventions and Supports (PBIS), inclusive education, behavioral outcomes, teacher challenges, classroom climate, special education, Intervention framework, descriptive correlational study, Cebu City
DOI: http://doi.org/10.69651/PIJHSS0501766
Recommended citation:
Villarosa, J. A. (2025). The impact of Positive Behavioral Interventions and Supports (PBIS) on academic engagement and behavioral outcomes in special needs education programs. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8506-8517. http://doi.org/10.69651/PIJHSS0501766
Read the full text
References
Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2020). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 25(3), 267–282. https://doi.org/10.1093/deafed/enaa005
Bandura, A. (1977). Social learning theory. Prentice Hall.
Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International Universities Press.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2021). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 23(1), 3–15. https://doi.org/10.1177/1098300720933690
Bradshaw, C. P., Pas, E. T., & Debnam, K. J. (2021). Promoting positive school climate through school-wide PBIS. School Psychology Review, 50(2–3), 312–328. https://doi.org/10.1080/2372966X.2020.1853754
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bruce, S. M., Borders, C., & Hamer, R. (2020). Behavior support strategies for learners who are deafblind. Journal of Visual Impairment & Blindness, 114(5), 401–414. https://doi.org/10.1177/0145482X20951735
Cook, B. G., & Odom, S. L. (2023). Evidence-based practices and inclusive education. Exceptional Children, 89(3), 259–276. https://doi.org/10.1177/00144029221133560
Cook, B. G., Dart, E. H., & Collins, T. A. (2022). Differentiated behavior supports for students with intellectual disabilities. Exceptional Children, 88(4), 459–476. https://doi.org/10.1177/00144029211059741
Department of Education. (2009). DepEd Order No. 72, s. 2009: Inclusive education as strategy for increasing access and equity. https://www.deped.gov.ph/2009/10/26/do-72-s-2009-inclusive-education-as-strategy-for-increasing-access-and-equity/
Department of Education. (2024). DepEd Order No. 10, s. 2024: Policy guidelines on the implementation of the MATATAG curriculum. https://www.deped.gov.ph/2024/01/30/do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/
Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2023). Sustaining PBIS through professional learning. Journal of Positive Behavior Interventions, 25(2), 87–99. https://doi.org/10.1177/10983007221130440
Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2021). A review of PBIS for students with disabilities. Behavioral Disorders, 46(2), 81–95. https://doi.org/10.1177/0198742920933904
Guardino, C., & Cannon, J. E. (2021). Creating inclusive learning environments for deaf and hard-of-hearing students. American Annals of the Deaf, 166(1), 35–52. https://doi.org/10.1353/aad.2021.0003
Horner, R. H., & Sugai, G. (2020). PBIS implementation blueprint. Center on PBIS. https://www.pbis.org/resource/pbis-implementation-blueprint
Kurth, J. A., Zagona, A. L., Walker, J., & Loman, S. L. (2023). Teachers’ perspectives on including students with extensive support needs. The Journal of Special Education, 57(1), 3–14. https://doi.org/10.1177/00224669221134902
Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2021). Addressing behavioral challenges in inclusive classrooms using PBIS. Preventing School Failure, 65(3), 215–224. https://doi.org/10.1080/1045988X.2021.1886647
McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2021). Principles of sustainable PBIS implementation. Journal of Positive Behavior Interventions, 23(1), 45–57. https://doi.org/10.1177/1098300720908595
Owens, J. S., & McDaniel, S. C. (2024). Teacher stress and sustainability of behavior interventions. School Psychology, 39(1), 1–12. https://doi.org/10.1037/spq0000546
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Simonsen, B., Freeman, J., & Myers, D. (2022). Classwide PBIS and inclusive classroom management. Intervention in School and Clinic, 57(4), 241–249. https://doi.org/10.1177/10534512211024560
Zagona, A. L., Hara, A., Loman, S. L., Kurth, J. A., & Walker, J. (2024). Educator perceptions of Tier 1 PBIS. Exceptional Children, 90(2), 159–177. https://doi.org/10.1177/00144029231156309