Peer-reviewed article
Parenting practices in addressing challenging behaviors of learners with special needs in self-contained settings
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Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative study interviewed ten parents or guardians of learners with special needs in self-contained classes in the Schools Division Office of Tayabas City during School Year 2025-2026. It looked at the challenging behaviors parents see, how they manage them, and what difficulties and support needs they face. Parents mainly used calm and gentle communication, emotional regulation, positive reinforcement and changes to the environment. They also named financial strain, heavy caregiving duties and limited access to services as problems. The findings were used to propose a Parent Behavior Support Toolkit.
Key points
- Three major themes emerged: Emotional and Behavioral Dysregulation, Calm and Gentle Communication, and Professional and Educational Support.
- Parents described tantrums, aggression, emotional outbursts, self-injurious behaviors, communication difficulties, frustration and sensory sensitivities.
- Parents mainly used calm and gentle communication, emotional regulation strategies, positive reinforcement and environmental modifications.
- Parents reported financial constraints, caregiving responsibilities and limited access to intervention services.
- Parents said they need guidance from teachers, therapists and other professionals.
Limitations
The study draws on only ten parents or guardians from one school division, so the findings cannot be generalised. It relies on parents' own accounts, and the proposed toolkit is not shown to have been tested for effectiveness.
Abstract
Aim: The study aimed to explore the parenting practices of parents of learners with special needs in self-contained settings in addressing challenging behaviors.Specifically, it sought to identify the challenging behaviors described by parents by learners, examine the parenting strategies used to manage these behaviors, explore the challenges and support needs encountered by parents, and develop a Parent Behavior Support Toolkit (PBST) based on the findings.Methodology: A qualitative descriptive research design was employed.Purposive criterion sampling was used to select ten (10) parents or guardians of learners with special needs in self-contained settings in the Schools Division Office of Tayabas City during School Year 2025-2026.Data were collected through a semi-structured interview guide and analyzed using Braun and Clarke's (2006) thematic analysis.Results: Three major themes emerged from the analysis: Emotional and Behavioral Dysregulation, Calm and Gentle Communication, and Professional and Educational Support.Parents described tantrums, aggression, emotional outbursts, self-injurious behaviors, communication difficulties, frustration, and sensory sensitivities among the challenging behaviors experienced by their children.Parents primarily used calm and gentle communication, emotional regulation strategies, positive reinforcement, environmental modifications, and other supportive practices to manage these behaviors.Parents also identified financial constraints, caregiving responsibilities, limited access to intervention services, and the need for guidance from teachers, therapists, and other professionals.These findings informed the development of the proposed Parent Behavior Support Toolkit (PBST). Conclusion:The findings indicate that addressing challenging behaviors among learners with special needs requires individualized, family-centered, and context-responsive support.The study highlights the importance of calm and supportive parenting practices, coordinated home-school collaboration, and access to professional and communitybased services.The proposed PBST may provide a practical resource for parents, special education teachers, and school administrators in strengthening behavior support practices and promoting positive educational and developmental outcomes for learners with special needs.