Authors

Cyril Rufo*
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Dr. Janine Joy L. Tenerife-Cañete
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Dr. Lilibeth C. Pinili
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: Lilibeth.pinili@ctu.edu.ph

Dr. Honorio C. Añora
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: honorio.anora@ctu.edu.ph

Dr. Majorie B. Añero
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: marjorie.anero@ctu.edu.ph

Dr. Limuel J. Abelgas
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: limuel.abelgas@ctu.edu.ph

Abstract

This study examined whether teachers’ use of positive reinforcement techniques is significantly related to the classroom behavior of students with Emotional and Behavioral Disorders (EBD) in an inclusive school in Cebu City during School Year 2025–2026. A descriptive–correlational research design was employed. The respondents consisted of 30 special and general education teachers directly handling learners with EBD at Zapatera SPED Center. Purposive sampling was used to select teachers who had at least one identified learner with EBD, a minimum of one year of teaching experience, and prior training in behavior management. Data were gathered through a validated questionnaire measuring the extent of positive reinforcement practices and students’ classroom behavior. Descriptive statistics (frequency, percentage, mean) and Pearson r were utilized. Findings revealed that teachers were generally professionally prepared and had relevant training. They demonstrated a high to very high level of positive reinforcement use, particularly in verbal praise and token systems. Students with EBD exhibited generally positive classroom behaviors, especially in social interaction and reduced disruptive behavior. However, no significant relationship was found between reinforcement use and overall classroom behavior. The study concludes that behavioral outcomes are influenced by multiple interacting factors beyond reinforcement frequency alone. It is recommended that teachers emphasize quality and consistency of reinforcement and adopt comprehensive, multi-tiered behavior support approaches.

Keywords: Positive reinforcement, Emotional and Behavioral Disorders (EBD), inclusive education, classroom behavior, behavior management, teacher practices, descriptive correlational study, Special Education

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501817

Recommended citation:
Rufo, C., Tenerife-Cañete, J. J. L., Pinili, L. C., Añora, H. C., Añero, M. B., & Abelgas, L. J. (2026). Positive reinforcement techniques and their effects on classroom behavior of students with emotional and behavioral disorders. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9116-9143. http://doi.org/10.69651/PIJHSS0501817

Read the full text

References

Babatid, J. N., Cuizon, C. M., & Torres, A. P. (2024). Disruptive behavior in the classroom: Students’ perspectives. International Journal of Advanced Multidisciplinary Studies, 4(2), 55–67.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bishop, N. (2001). Monitoring individual student behavior. First District RESA. https://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/observation_checklists.pdf

Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2010). Altered school climate and reduced office discipline referrals in elementary schools implementing school-wide positive behavioral interventions and supports. Prevention Science, 11(2), 100–115. https://doi.org/10.1007/s11121-009-0150-1

Caldarella, P., Christiansen, K. M., Young, K. R., Kunselman, J., & Flygare, B. E. (2023). Effects of middle school teachers’ praise-to-reprimand ratios on students’ classroom behavior. Behavioral Disorders, 48(1), 3–15. https://doi.org/10.1177/01987429221132145

Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T., & Zhang, Y. (2018). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly, 33(2), 307–320. https://doi.org/10.1037/spq0000250

Department of Education (DepEd). (2020). Policy guidelines on the implementation of positive discipline in everyday teaching and learning. Manila, Philippines: DepEd.

Dizon, R. (2022). Positive reinforcement and classroom discipline among Filipino teachers. Philippine Journal of Education and Human Development, 18(3), 45–59.

Justus, J., Fullerton, M., & Morgan, D. (2023). Using self-monitoring to increase behavior-specific praise in classrooms. Preventing School Failure, 67(1), 22–31. https://doi.org/10.1080/1045988X.2022.2085346

Karlberg, M., Johansson, E., & Hägglund, S. (2024). Positive behavior support in school: A quasi-experimental project. BMC Psychology, 12(3), 165–180. https://doi.org/10.1186/s40359-024-01497-8

Kubiszewski, V., Arnaud, C., & Martin, M. (2023). Can school-wide positive behavioral interventions and supports improve educational, safety, and climate outcomes? Journal of School Psychology, 98, 65–83. https://doi.org/10.1016/j.jsp.2023.06.002

La Salle-Finley, T., Smith, K. A., & Brown, R. E. (2024). Understanding and promoting school climate, bullying, and related outcomes through PBIS frameworks. Journal of School Violence, 23(2), 180–196. https://doi.org/10.1080/15388220.2024.2311754

Masongsong, J. M. (2023). Level of teachers’ training in inclusive education and classroom management in public schools. International Journal of Social and Management Studies, 8(1), 40–53.

Reinke, W. M., Lewis-Palmer, T., & Merrell, K. W. (2013). Classwide positive behavior support: Implementation and evaluation. New York, NY: Guilford Press.

Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Republic Act No. 11036. (2018). Mental Health Act. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2018/06/20/republic-act-no-11036/

Royer, D. J., Kehle, T. J., & Bray, M. A. (2024). Student-delivered behavior-specific praise: A systematic review and meta-analysis. Frontiers in Education, 9, 147–165. https://doi.org/10.3389/feduc.2024.1308456

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.

Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan.

Torregosa, L. G., Mendoza, R. P., & Relampagos, A. J. (2024). Strategies in dealing with disruptive behavior of learners with special education needs. International Journal of Education and Pedagogy, 9(1), 112–128. https://doi.org/10.5281/zenodo.10623456

Walker, V. L., Gregory, S., & O’Neal, M. (2023). School-wide PBIS and outcomes: Updated evidence from multi-tiered behavioral supports. Frontiers in Education, 8, 108–123. https://doi.org/10.3389/feduc.2023.1108123