Positive behavior support (PBS) implementation and its effectiveness on students’ discipline and engagement in inclusive settings

Author

John Paul Tigue*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

This study examined the implementation and effectiveness of Positive Behavior Support in promoting student discipline and engagement in inclusive classrooms at Pardo National High School–Special Education Center. It focused on teachers’ use of proactive classroom management strategies and behavioral interventions, the challenges encountered during implementation, and the relationships between practices and challenges. A descriptive-correlational quantitative research design was employed. Inclusive-education teachers were selected through purposive sampling based on their classroom experience and involvement in behavior support. Data were collected using an adapted questionnaire covering proactive classroom management, behavioral interventions, and implementation challenges. Frequency, percentage, weighted mean, standard deviation, and Spearman’s rank-order correlation were applied in analyzing the responses. Teachers implemented proactive classroom management strategies and behavioral interventions to a very high extent. Common practices included active supervision, clear expectations, positive reinforcement, structured routines, individualized support, behavior documentation, social-emotional learning activities, collaboration, and constructive feedback. However, teachers encountered challenges involving large class sizes, inadequate training, limited preparation time, student resistance, insufficient resources, and difficulties in monitoring behavioral outcomes. The relationships between proactive management strategies and implementation challenges, and between behavioral interventions and implementation challenges, were not statistically significant. The findings demonstrate teachers’ competence in implementing Positive Behavior Support. Nevertheless, teacher efforts alone cannot overcome systemic and contextual barriers affecting implementation. The study recommends targeted professional development, stronger administrative support, adequate classroom resources, collaborative coaching, manageable class sizes, and increased parental involvement to strengthen the effectiveness, consistency, and sustainability of Positive Behavior Support in inclusive classrooms.

Keywords: Positive Behavior Support, classroom management, inclusive education, behavioral interventions, student discipline, student engagement.

*Corresponding author / Email: tiguejohnpaul@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031458

Recommended citation:
Tigue, J. P. (2026). Positive behavior support (PBS) implementation and its effectiveness on students’ discipline and engagement in inclusive settings. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3239-3254. http://doi.org/10.69651/PIJHSS05031458

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