Behavioral Interventions for SPED Learners in the Inclusive Classrooms: A Qualitative Descriptive Study Through the Lens of Social Cognitive Theory

Behavioral challenges among learners with special educational needs (SPED) continue to affect classroom participation, social interaction, and instructional effectiveness in inclusive education settings. This study explored the behavioral interventions utilized by teachers in managing SPED learners with behavioral concerns in inclusive classrooms through the lens of Bandura’s Social Cognitive Theory. Employing a qualitative descriptive research design, the study involved ten teachers from selected public schools in the Division of Panabo City, comprising six inclusive classroom teachers and four SPED teachers. Participants were selected through purposive sampling based on their experience in handling SPED learners with behavioral challenges. Data were gathered through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis to identify recurring patterns and themes related to teachers’ experiences and intervention practices. Findings revealed that teachers commonly encountered disruptive behavior, emotional outbursts, hyperactivity, inattentiveness, and social difficulties among SPED learners. To address these concerns, teachers implemented various behavioral interventions, including positive reinforcement, peer modeling, structured routines, visual schedules, behavior charts, and collaborative strategies involving parents and school personnel. Participants perceived these interventions as effective in promoting positive behavior, improving classroom engagement, enhancing social interaction, and fostering self-regulation among learners. However, challenges such as limited SPED training, insufficient instructional resources, large class sizes, inadequate time for individualized intervention, and inconsistent parental involvement hindered the effective implementation of behavioral support strategies. The study concludes that successful behavioral interventions require teacher preparedness, collaborative support systems, and inclusive classroom practices that address the diverse needs of SPED learners and promote positive behavioral outcomes.