Author

Wenje Briones Rebecoy*
Cebu Technological University-Main Campus, Cebu City, Cebu, Philippines

Abstract

This study examined the implementation of Positive Behavior Support in fostering proactive classroom management among students with special needs at Lahug National High School–Special Education Center. It assessed teachers’ use of proactive management strategies and behavioral interventions, identified implementation challenges, and examined the relationships between their practices and encountered challenges. The study employed a descriptive-correlational quantitative research design. Teachers were purposively selected for participation. Data were gathered using an adapted survey questionnaire covering proactive classroom management, behavioral interventions, and implementation challenges. Frequency, percentage, weighted mean, standard deviation, and Spearman’s rank-order correlation were used to analyze the responses. Findings revealed that teachers implemented proactive classroom management strategies and behavioral interventions to a very high extent. Practices included establishing clear rules, providing positive reinforcement, maintaining structured routines, using nonverbal cues, applying de-escalation techniques, conducting social-emotional learning activities, providing immediate feedback, and documenting behavioral progress. Nevertheless, teachers experienced challenges involving insufficient specialized training, limited preparation time, large class sizes, student resistance, inadequate resources, and difficulties engaging parents. Proactive strategies and behavioral interventions both had negligible and nonsignificant relationships with the challenges encountered. The findings indicate that teachers demonstrate competence and commitment in applying Positive Behavior Support; however, their practices alone cannot overcome systemic and contextual barriers. The study recommends targeted professional development, continuous coaching, stronger administrative support, adequate resources, manageable class sizes, sufficient planning time, active parental involvement, and professional learning communities to improve the fidelity, effectiveness, consistency, and sustainability of Positive Behavior Support in inclusive special education classrooms.

Keywords:  Positive Behavior Support, proactive classroom management, behavioral interventions, inclusive education, special education, student behavior, teacher practices, implementation challenges.

*Corresponding author / Email: wenjerebecoy2022@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031455

Recommended citation:
Rebecoy, W. B. (2026). The implementation of positive behavioral interventions and supports (PBS) to foster proactive classroom management in special needs education. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3189-3204. http://doi.org/10.69651/PIJHSS05031455

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