Behavioral Intervention Approach: A Strategy to Decrease Inappropriate Behavior of Learners with Special Educational Needs of Tina Central Elementary School, San Miguel II District

Abstract

INTRODUCTION

Learners with Special Educational Needs manifest varied behaviors that inhibit academic development. There are so many strategies recommended in dealing with these behaviors but sometimes teachers find it too difficult to choose strategies applicable for specific behavior.

METHODS

The design used in the study is descriptive and is qualitative in nature. The sample of the study consisted of 7 identified LSENs which formed about 78% of the total enrollees who displayed inappropriate behavior. The researcher applied the Behavioral Intervention Approach through (1) deconstructing tasks, in which learners are given a limited amount of work, allowed extra time for completing tasks and providing work breaks; (2) learning games, wherein they are engaged in board games on phonics, vocabulary, and basic mathematical skills; and (3) reinforcement strategies, collaboration with parents about their child's behavior and the quality of work to mitigate the problem. Pre and Post-Intervention data were collected using a behavioral checklist through a teacher's observation.

RESULTS

The findings of the study resulted that there is a 0.05 difference in the decreased inappropriate behavior of the LSENs. Pre-Intervention data shows that an intervention is needed to intervene with the problem. After implementing the intervention, the learners were observed to be academically engaged, with enhanced self-esteem, and were more likely to be interested in school.

DISCUSSIONS

Behavioral Intervention Approach is effective in decreasing inappropriate behavior. The behavioral problem tends to increase if not intervened immediately and may result in academic failure. It is beneficial not only to the LSENs but also to learners in a regular setting. More training to teachers on how to deal with the behavioral problem is needed.