Designing Instructional Materials to Enhance Growth and Development in Children with Developmental and Behavioral Disorders

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{"abstract":"This study examined the role of instructional materials in enhancing the growth and development of children with developmental and behavioral disorders in inclusive classroom settings. Using a descriptive–correlational research design, the study involved 30 teachers and 30 learners from selected public elementary schools in Sarangani Province. Data were gathered through a validated researcher-made questionnaire and an observation checklist, and analyzed using descriptive statistics and Pearson Product–Moment Correlation. Findings revealed that instructional materials were implemented at a very high level, with an overall mean of 4.32 across key design principles, including clarity (M = 4.30), visual support (M = 4.45), multisensory engagement (M = 4.25), developmental appropriateness (M = 4.40), and flexibility (M = 4.20). In terms of types of materials, visual aids (M = 4.50) and manipulatives (M = 4.35) were the most frequently used, followed by environmental supports (M = 4.40) and digital resources (M = 4.20). Developmental outcomes were also rated very high, particularly in cognitive development (M = 4.30), social development (M = 4.25), emotional development (M = 4.20), and behavioral development (M = 4.22). Indicators such as improved attention (M = 4.35), better understanding (M = 4.40), communication skills (M = 4.30), and task completion (M = 4.30) further highlighted the effectiveness of instructional materials. Correlation analysis showed moderate positive relationships between instructional materials and developmental domains, specifically cognitive (r = 0.65), behavioral (r = 0.62), social (r = 0.60), and emotional development (r = 0.58). These findings indicate that while instructional materials significantly contribute to learners’ development, other factors also influence outcomes. The study concludes that well-designed instructional materials are essential in promoting holistic development and recommends continuous improvement, teacher training, and further research to strengthen inclusive educational practices.","abstract_source":"original","authors":["Claudine Pearl Icao","Lyne Guerrero","Kysel Jika May Bagus","Elvie Buncad","Merla Alagdon","Hazel Jade Huliganga","Jerome Parreňas","Lolito Estrera","RheaMarie Cerbo"],"date":"2026-05-02","doi":"10.70838/pemj.560107","id":7814,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"f6f727e6c67dd07c079c6ffa0f7fd64ecce5b27db49ff356d0d49de608dfce97","schema":"scimatic-article/1","title":"Designing Instructional Materials to Enhance Growth and Development in Children with Developmental and Behavioral Disorders","volume":56}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/7814.json | jq -r .canonical_record)" | sha256sum

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curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001e86"},"latest"]}'

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