Author
Janet Panuncial Tito*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines
Abstract
This study investigated the level of implementation and effectiveness of Positive Behavior Support (PBS) interventions by special needs education teachers in managing classroom behavior among students with special needs at Zapatera National High School–SpEd Center, Cebu City, during the school year 2024–2025. Grounded in Behaviorism Theory (Skinner) and Self-Determination Theory (Deci & Ryan, 1985), and supported by Republic Act No. 11036 (Mental Health Act of 2018) and DepEd Order No. 13, s. 2017, the research aimed to describe teacher demographics, determine the extent of proactive classroom management strategies and behavioral interventions utilized, identify challenges in PBS implementation, and examine the relationship between these variables. Using a descriptive-correlational quantitative design, data were collected from ten purposively selected special education teachers through a structured survey. Results indicated a very high extent of proactive classroom management strategies (aggregate mean = 3.69) and behavioral interventions (aggregate mean = 3.39), reflecting strong adherence to PBS principles. Despite this, respondents reported being generally challenged (aggregate mean = 3.20), citing large class sizes, limited planning time, and parent engagement difficulties as the most significant barriers. Spearman rho correlation revealed negligible and non-significant relationships between proactive strategies and challenges (ρ = −0.050, p = .891) and between behavioral interventions and challenges (ρ = −0.312, p = .380). These findings suggest that systemic factors, rather than individual teacher practices, have a stronger influence on implementation difficulties, underscoring the need for enhanced administrative support, structured professional development, and improved family collaboration to strengthen PBS fidelity.
Keywords: Positive Behavior Support, teacher perceptions, proactive strategies, behavioral interventions, classroom management, special education, Cebu City.
*Corresponding author / Email: titojanetpanuncial1985@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031459
Recommended citation:
Tito, J. P. (2026). Positive behavior support (PBS) implementation: Strategies in dealing with behavior and classroom management of students with special needs. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3255-3269. http://doi.org/10.69651/PIJHSS05031459
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