MODIFIED BEHAVIOR THROUGH POSITIVE AND NEGATIVE

REINFORCEMENT OF LEARNERS WITH DISABILITIES

A Research

Presented to College of Education

St. Michael’s College

Poblacion, Iligan City

by

Reena Jane Lavilla Paglinawan

July, 2022
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Every teacher has a student who is difficult to deal with. Behaviour is one of the

most thrilling parts to deal specifically to learners with disabilities. Sometimes, they are

very active and they cannot control it. In handling learners with disabilities, there is

much behaviour to witness. Teachers may adapt the techniques in handling the

learners; positive and negative reinforcement. They tend to take so much time in

handling that behaviour instead of teaching. This reinforcement will help the teachers

in changing the behaviour of the learners.

Behaviour modification is the strategy that will prioritize in altering the

behaviours. Reinforcement aims to eliminate non-adapting behaviour from an

individual's life. Juban (2021), learners behavior is encouraged and skills are maintained

(or continued to be used) through means of reinforcement. Reinforcement will be

required less frequently as time passes and the student gains experience with new

abilities and habits. Through reinforcement, punishment, and extinction, specific

behaviors can be modified.

Pappas (2015) stated that positive reinforcement is giving the learner a motivated

stimulus, such as a reward or praise, reinforces desired actions. This increases the

likelihood that the individual will continue to display this behavior. Negative
reinforcement involves a positive stimulus, but this time it is taken away each time an

undesirable behavior is shown these will be the way in disciplining the learners when

modifying their behaviors.

Due to the fact that positive and negative reinforcement served as a great way to

address a variety of behaviour problems most especially to learners with disabilities

which helps to enhance their behaviours in the classroom.

This study aimed that the teachers’ effectiveness in using positive and negative

reinforcements in strengthening the learners’ good behaviour. This study specifically

looks at and it affects the growth and control of learner’s behaviour.

Theoretical Framework

Operant Conditioning by B.F. Skinner, this theory study about the positive and

negative reinforcement of a child which relates to the behaviour of the learners. It will

give a strategy to a teacher on dealing different behaviours especially to learners with

disabilities. Juneja 2015, this idea is entirely concerned with what occur after an

individual acts. Thus, in order to inspire learners, according to Skinner, the

organization's external environment must be planned successfully and favourably.

In a situation, reinforcement will add up to the stimulus which it occurs when

the behaviour increases and there is a possible way that it will repeat in the future.

Connectionism theory by Edward Lee “Ted” Thorndike, associates between the

stimuli and the responses that lead to learning. It is also the representation of the S-R

framework of the behavioural psychology.

 There are three laws that makes up in Thorndike’s theory: (1) law of effect –

responses to situations that are followed by rewarding states of affairs will be

strengthened and become habitual responses to those situation; (2) law of readiness – it

is a series of responses that can be chained together to satisfy some goal; (3) law of

exercise – the connection becomes stronger with practice and weaker when the practice

if discontinued. These laws affect the implications of those responses that will make it

difficult to reach a rewarding state. This relates to the stimuli that will lead to the

behaviours of the learners. This will also guide the teachers in dealing the learners. The

learners will change their behaviour by this theory.

“Psychology as the Behaviourist Views It” by John B. Watson, studies about the

behaviours that are more focused on the internal emotional and psychological

conditions of people. This will help the learners to control or change the emotion and

their psychological conditions with the help of the teacher which will guide the

learners. This will play a role in managing the behaviours of the learners through

positive and negative reinforcement. It can be also witness in schools when learners live

in misbehave environment or the parents are abusive, it results to unhealthy events or

they have a traumatic experiences that will takes place.

Conceptual Framework
 The research paradigm shows the flow of the study which focused on the

modified behaviours through teachers’ utilization of positive and negative

reinforcement to learners with disabilities.

In this study, the independent variables are important in collecting major

information about the respondents. Including the independent variables were the

profiles of the teachers like their age, gender, highest educational attainment and years

of service.

The dependent variables covered the teachers’ engagement on positive and

negative reinforcement to learners with disabilities, these variables give impact in the

behaviour management of learners with disabilities based on how frequent such

reinforcements were used by the teacher in the positive and negative on the behaviours

were being modified with those reinforcement.

Figure 1 Research Paradigm of the Study

Demographic Profile
  Age;

 Gender;

 Years of Service; and

 Highest Educational Attainment

Teacher’s Engagement on Positive and Negative

Reinforcement

Modified Behaviour of Learners with Disabilities

Program that can be crafted

Statement of the Problem

This study of modified behavior through positive and negative reinforcement of

learners with special needs public special education school teachers will serve as
justification to solidify our early assumptions. It attempts to answer the following

questions.

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 years of service; and

1.4 highest educational attainment

2. What is the degree of Behaviour Modification Techniques of the respondent in

terms of:

2.1 cognitive domain;

2.2 action domain; and

2.3 evaluation domain

3. What behaviour/s of learners with disabilities is modified based on the respondent’s

engagement to positive and negative reinforcements?

4. What program can be crafted based on the results of the study?

Significance of the Study

This study would be useful and beneficial to the following:

 School Administrators. This would serve as their developmental learners with

disabilities needs to develop and increase their developmental competencies in the

curriculum.

Teachers. This study would serve as their basis in preparing students as they

develop competencies. This would further help them to be more active and attentive in

developing their developmental competencies and would be able to make changes in

order to continuously mold the learners with disabilities. This would also help them to

be more knowledgeable in their chosen field of specialization.

Parents. This study would make them realize the importance of parent

involvement to the education of their children and they are the source of

encouragement in which children are free to explore in order to learn.

Future Researchers. This would serve as a point of reference for the future

replication of the study. This study would inspire every teacher to be more innovative,

knowledgeable with the various trends in imparting knowledge and providing

meaningful learning experiences among Learners with Disabilities.

Scope and Delimitation of the Study

 The parameter of this study highlights on the positive and negative

reinforcement of learners with special needs among the respondents concerns in terms

of teacher’s age, gender, years of service and highest educational attainment using the

standardized questionnaires where the second part of it consists Likert-scale and

components in a quantitative data.

Secondly, the modified behaviour through positive and negative reinforcement

of learners with special needs. The respondents of this study are the public special

education teachers in Iligan City. Particularly, there are a total of twenty – three (23)

respondents, five (5) in Sergeant Miguel Canoy Memorial Central School, six (6) in

Doña Juana Actub Lluch Memorial Central School, eight (8) in Iligan City Central

School, and four (4) in Tambo Central School.

Definitions of Terms

The following terms are commonly used in the study and are conceptually or

operationally defined to bring forth better understanding.

Behaviour. This term refers to the way in which someone conducts oneself or

behaves (Merriam-Webster’s Dictionary). In this study it refers to the subject matter of

behaviour modification. It is something that learners with disabilities do that can be

observed, measured, and repeated.

Consequence. This term refers to something produced by a cause or necessarily

following from a set of conditions (Merriam-Webster’s Dictionary). In this study it

refers to the stimulus or event occurring immediately after behaviour.

 Negative Reinforcement. This refers to a method that can be used to help teach

specific behaviours (Marcin, 2017). In this study, negative reinforcement refers to the

removes contingent stimulus.

Positive Reinforcement. This refers to the introduction of a desirable or pleasant

stimulus after behaviour (Ackerman, 2019). In this study it refers to the response and

increases the probability that the response will be repeated.

Reinforcement. This term refers to the action of strengthening or encouraging

something (Merriam-Webster Dictionary). In this study it refers to something that is

offered in exchange for another action. Reinforcements use the technical phrase, are

rewards.

Reward. This term refers to the benefits that you receive as a result of doing well

(Collins Dictionary). In this study it refers to something that is offered in exchange for

another action. Reinforcements use the technical phrase/s.

Self-management. This term refers to the ability to manage behaviours,

thoughts, and emotions in a conscious and productive way (Munro, 2021). In this study

it refers to the methods of behaviour modification a person use to alter their own

behaviour. When using a self-management technique, the person acts in a way that

modifies the causes or outcomes of the target behaviour or the alternative behaviour.

Target behaviour. This term refers to the particular behaviour that has been

chosen to alter and is expressed in observable and quantifiable terms (Psychology

Dictionary). In this study it refers to the behaviour to be modified.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides related literature and studies that will be useful in laying

the groundwork for this research. The papers and research listed below support the
study's theories. Furthermore, these will contribute to the final data collection for future

chapters.

Related Literature

Behavior modification refers to the methods working in an effort to reduce or

increase a specific behavior or response. It was created from these ideas since they

backed up the notion that behaviors can be unlearned in the same way that they can be

learnt. As a result, a wide variety of tactics were created to either help elicit behavior or

stop it (Vijayalakshmi, vol. 7, no.2, 2019, pp. 20-24.). It plays a big role in special needs

education because it can improve or change the behavior/s of the learners and how to

deal them properly.

Positive and Negative reinforcement make a conduct more likely to repeated.

The only difference is the kind of punishment applied to accomplish this purpose

(Nickerson, 2022). There is proof that reinforcement, both positive and negative, can

work in many ways. For instance, new study indicates that, despite the possibility that

positive reinforcement is more successful in the short term, the possibility exists that

negative reinforcement may result in more long-lasting behavior change. (Dozier, Foley,

Goddard, and Jess, 2019 (as cited by Nickerson, 2022).

Positive reinforcement or rewards are essential components of a behavior plan,

but they differ for each child. For the plan of action to be successful, the reinforcement

must have to the child. Reinforcement and punishments increase the chance that a
behavior modification strategy will be effective, something must occur when the

behavior occurs (Scott, Jain, Cogburn, 2021).

When we think about reinforcement, the end result is increased or changed

behaviors. In positive reinforcement, it can add something beneficial in order to

increase a response. In negative reinforcement, there is something that is taken away in

order for the children enjoy the increased response. It should be distinguish that

positive reinforcement is more beneficial than negative consequences for improving

learner’s behavior. Therefore, it is always that these interventions can be tried prior to

negative consequences.

Related Studies

Behavior modification has offered a collection of logical, empirically supported

methods that not only provide teachers a key role in the management of challenging

students but also have definite preventative implications for disruptive behavior in the

classroom. Firstly, learning is stated to happen through operant conditioning, where the

emphasis is on voluntary behavior displayed by the child that results in specific

outcomes, such as a tantrum that attracts an adult's attention. Secondly, learning can

take place through classical conditioning, where specific stimuli cause a child to react

involuntarily, and through a process of association, additional stimuli may start to

cause a similar reaction (Macmillan and Kolvin, 2012). This can help the educators to

deal the child when the behavior occurs specially in the classroom. Educators can

control their behavior by performing several procedures or techniques that will help the

learner to behave accordingly.

 Praise from a teacher is seen as a social reinforcement method and a positive

behavioral intervention to inspire learners and inspire struggling learners to increase

self-efficacy. In order to reduce disruptive conduct and encourage appropriate

behavior, regular use of praise and chances to respond (OTR) are seen as preventive

approaches. Etiquette in the classroom, students are able to voice their concerns

regarding to the possibilities to respond (Rafi, Ansar, and Sami, 2020). Positive

behaviors should be aimed for. In other words, target behaviors are typically classified

as desired versus unwanted. The replacement behavior is this positive or desirable

behavior; Applied Behavior Analysis (ABA) is used to replace aggressive behavior with

cooperative behavior (Hartin, 2022). Target behaviors are an important first step in

treatment for both behavior analysts and social work practitioners. Current disciplinary

myths hold that social workers and behavior analysts only address covert and overt

behaviors, respectively. Covert behaviors that occur within the skin (Skinner, 1974) are

difficult to directly observe and are easily dismissed by behavior analysts (c.f., Skinner,

1953, for inclusionary argument of covert behavior within an analysis of human

behavior) (Wilson & Matthieu, 2015). A competent behavior analyst will prioritize the

behaviors that have been chosen for modification. It is not uncommon for teachers to

have a long list of behavior issues they want resolved and skills they want the child to

learn. But we must be patient and begin with the things that will be most beneficial to

the child (Turner, 2017). The teachers’ approach is essential to the learners because it

can help them, because they feel that they are appreciated. By giving them compliment
and giving them feedback will boost their behavior or to enhance or change their

behavior.

Reinforcement learning is a computational strategy to comprehend and execute

decision-making and learning with goals. It differs from previous computational

approaches in that it emphasizes learning by an agent directly from its surroundings

through interaction, without the need for perfect supervision or comprehensive

environmental models (Sutton and Barto, 2018).

It is essential to understand the undesired behaviors of the learners. In order to

lessen the frequency of bad encounters and perhaps the likelihood of outcomes,

teachers can use positive reinforcement.

The literature and studies serves as the frameworks and foundations in

formulating the research study on giving the positive and negative reinforcements to

the learners with disabilities. These ideas are presented were all significant in the

analysis of the identified variables that are included in the study. These relevant studies

are well pointed the similarities and differences on the results that are registered in the

study.
 Chapter 3

RESEARCH METHOD

This chapter introduces the methods of the technological adaptability and its role

on academic performance. The researchers will explain how the data will be obtained,

used and analyzed, and interpreted the results and findings of the study. It follows the

following procedures such as research design, research participants, research locale,

data gathering procedure, research instruments, scoring procedure, and statistical tool. 

Research Design
 This study used a qualitative research approach, specifically descriptive research

that aims to summarize to use in the field of special needs and teaching. 

The Descriptive method or Survey Research Design is seen to be ideal since it

will allow researchers to obtain a clear picture of the concerns and solve the challenges

in the positive and negative reinforcement of learners with special needs. The data then

are gathered and collected, analyzed and interpreted.

Locale of the Study

The study was conducted in four (4) public special education schools in Iligan

City. These schools are: Sergeant Miguel Canoy Memorial Central School, Doña Juana

Actub Lluch Memorial Central School, Iligan City Central School, and Tambo Central

School.
Figure 2. Sergeant Miguel Canoy Memorial Central School, Buru-un, Iligan City
Figure 2.1 Doña Juana Actub Lluch Memorial Central School, Pala-o, Iligan City

Figure 2. 3 Iligan City Central School, Mahayahay, Iligan City

Figure 2.4 Tambo Central School, Tambo, Iligan City

Respondents

Respondents are the most important aspect of any research project's completion

and success. There were a total of twenty-three (23) special education teachers who

served as the research respondents.

PUBLIC SPECIAL EDUCATION No. of

SCHOOLS IN ILIGAN CITY Respondents

1. Sergeant Miguel Canoy Memorial Central 5

School

2. Doña Juana Actub Lluch Memorial 6

Central School
 3. Iligan City Central School 8

4. Tambo Central School 4

Sampling Procedure

The researcher used the purposive sampling since the researcher chose the

respondents according to the purpose of the study. Purposive sampling technique is a

type of non-probability sampling where the researcher consciously selects particular

elements or subjects for addition in a study so as to make sure that the elements have

certain characteristics pertinent to the study. It normally targets a particular group of

people – public special education teachers. This is suited for this study since this is a

survey type and utilized non-experimental method.

Data Gathering Procedure

Data were collected after the researcher asked permission from the school

administrators to conduct the said study. Questionnaires were personally distributed to

the respondents by the researcher in order ensure the accuracy or responses and the

flow of the data gathering. The respondents were given enough time to finish the

survey and were retrieved after they were able to finish answering the questionnaires.

Right after gathering of data, these were tabulated and presented in the tabular form

where the analyses and interpretations followed. Appropriate statistical tools were used

to analyze the description of the variables and the significant relationships between

independent and dependent variables.

 Instrument Used

The researcher used the standardized questionnaire checklist in gathering

necessary data of the study and a questionnaire that are seen in the previous research or

thesis in Saint Michael’s College. The questionnaire was adapted from Lina Omar Bin

Saddiq (2020).

The questionnaire consists of three parts: (1) The Demographic Profile of the

Special Education teachers, (2) Behaviour Modification Techniques (cognitive domain,

action domain, evaluation domain) and (3) Student Behaviour Checklist.

Scoring System

The researcher used the Likert-Scale or the scaling of the weighted mean to

interpret the results and to tabulate the results. The following are used in interpreting

the data gathered to intensify the modified behaviour through positive and negative

reinforcement of learners with disabilities. To interpret the degree of the respondents’

engagement is the scaling of the weighted mean of the respondents’ response and its

descriptive equivalent.

Rating Scoring Scale Qualitative Description Qualitative Interpretation

5 4.20 – 5.00 Always Very High

4 3.40 – 4.19 Often High

 3 2.60 – 3.39 Sometimes Moderate

2 1.80 – 2.59 Rarely Low

1 1.00 – 1.79 Never Very Low

Table A shows the scoring procedure of the challenges on Modified Behavior

through Positive and Negative Reinforcement where the rating with the highest to

lowest (5, 4, 3, 2, 1) and its scoring scale of 5.00 to 1.00. It also has the qualitative

description to strongly agree to strongly disagree with the qualitative interpretation

(always, often, sometimes, rarely, never). The purpose of this scoring procedure, it

assesses the modified behaviour through positive and negative reinforcement of

learners with special needs.

Treatment of the Data

The researcher employed a qualitative method of treating the data for analyses

that are suited according to the research problem mentioned in Chapter 1. There are

basic and inferential statistical tools that are appropriate to the nature of the data sets

gathered. These are the following:

Frequency and Percent. These basic descriptive statistical tools were used to describe

the respondent’s profiles. These are appropriate statistical tools to answer and analyze

research problem number one (1) and three (3) as states in the statement of the problem.

This is because the profiles of the respondents considered under this study as one of the

variables were categorical. Also, this tool is use to identify behaviour’s of the learner
with special needs modified based on respondent’s engagement. Thus, to describe them

the most frequent observation is considered using frequency and percentage equivalent.

Mean and Deviation. These basic statistical tools were used to describe and measure

the average location and variation of the teacher-respondents’ self-assessment are

appropriate to answer and analyze the research problems numbers two (2) as posted

since these variables are measureable quantitatively.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter presents the interpretation and analysis of the data gathered by

the researchers from the twenty-three (23) respondents. The presentation, interpretation

and analysis were supported with their corresponding tables and arranged in the same

manner as they were presented in the statement of the problem. Significant implications

the reinforced each tabular finding.

Problem 1. What is the profile of the respondents in terms of age, sex, years and

service, and highest educational attainment?

Table 1.
Frequency and Percentage Distribution of the Respondents’ Profile

Profile Frequency Percent

Less than 40 years old 10 43.5
Age 40 - 49 years old 7 30.4
50 years old and above 6 26.1

Table 1.1 presents the age profile of the respondents. The data showed that out of

23 respondents, 43.5% belonged to the age brackets of less than 40 years. 30.4% special

education teachers are in 40 – 49 years old. 26.1% special education teachers are in 50

years old and above. The clear gap between the ages of the respondents reflects several

implications in the study’s findings.

According to Erikson, people in this stage act within three domains: a procreative

one, who takes care of the next generation; a productive one, who integrates work with

family; and a creative one, who contributes to society on a larger scale.

With these results, it is given that mostly of the teachers in public (special

education) schools are in the range of less than 40 years old. Most teachers in special

needs education were in the middle adulthood and the lowest are in 50 years old and

above which they are close to retirement and they are the most experienced teachers in

special education.

Frequency Percentage
Sex Male 3 13.0
Female 20 87.0

Table 1.2 presents the sex profile of the respondents under the demographic

profile of the special education teachers. The data showed that 87.0% belonged to the
sex bracket of female special education teachers, and 13.0% are male special education

teachers. Based on the result, the dominating gender among the respondents is female.

Mostly of the teachers are female, they are more dominant in terms of teachers,

but nowadays many male teachers are already the field of teaching. Lazarus (Vol. 6

No.1, 2019) The result further showed that female regular and special education

teachers obtained a more positive attitude towards their roles than male regular and

special education teachers in the education of students with learning disabilities.

With these results, female public special education teachers were dominant in

handling learners with special needs. With this, female special education teachers are

more on teaching the students than male special education teachers.

Frequency Percentage

Highest With units in MA/MS 8 34.8

Educational Master's Degree 9 39.1
Attainment With units in PhD, Ed D 4 17.4
Doctorate's Degree 2 8.7

Table 1.3 presents the highest educational attainment of the special education

teachers. The data showed 39.1% belonged to the Master’s Degree bracket among the

teachers, 34.8% special education teachers with units in MA/MS, 17.4% 8.7% special

education teachers has doctorate’s degree. Educational attainment includes a hierarchy

of educational credentials; however, in a number of instances, the levels are not entirely

hierarchical when comparing programs across different types of institutions. They have

also different techniques in handling their learners inside the classroom.

 Teacher credential is required to efficiently teach the learners with special needs.

The primary task of institutions where teachers are trained is to educate "qualified

teachers". A qualified teacher must be knowledgeable in her or his field (Zengin and

Akgün, 2010; Turkish Educational Association, 2009; Kayabaş, 2008; zyürek, 2008; eker,

Deniz, and Görgen, 2005), and have the ability to plan and implement instruction using

appropriate methods and techniques based on the students' characteristics. A qualified

teacher must also be capable of monitoring and assessing the effectiveness of teaching

and student development Rasmussen, Meryem Uçar; Kis, Arzu (volume 6 no. 4 p. 48-57,

2018).

With these results, it is given that mostly of the public special education teachers

in Iligan City had the master’s degree in their highest educational attainment. Most

include general measures of teachers’ experiences and attainments of advanced degrees,

but relatively there are few that contain the specific measures of pre-service of

preparation or in-service professional development.

Frequency Percentage

Less than 5 years 6 26.1

Years of Service 6 - 10 years 7 30.4
11 - 20 years 6 26.1
21 years and above 4 17.4

Table 1.4 presents the years of service of the special education teachers. The data

showed 30.4% belonged to the 6-10 years of service, 26.1% special education teacher

under less than years in service and 11 – 20 years in service, and 17.4% special
education teachers under 21 years and above. It can also affect on how they are going to

handle those learners with special needs in terms of using positive and negative

reinforcement because they have worked for half a decade or a decade and they have

many experiences which it can lead to have many strategies in handling learners with

special needs.

Formichella (2020) stated that special education is a difficult field with a high rate

of burnout. Former teachers, fortunately, can continue to assist special needs students

outside of the classroom by transitioning to one of these rewarding careers. Because of

the teacher shortage, special educators who want to change roles may feel pressure to

stay in their current position, but it doesn't have to be all or nothing.

In these results, mostly public special education teachers are in the range of 6-10

years of service in the public school in Iligan City. This will greatly affect their

performance in handling learners with special when they encountered undesirable

behaviors.
Problem 2. What is the degree of Behavior Modification Techniques of the

respondent in terms of cognitive domain, action domain, and evaluation domain?

Table 2.1
Degree of Respondent’s Behaviour Modification Techniques in terms of Cognitive Domain

Qualitative
Indicators Mean SD
Interpretation
1. I know which target behaviors affects the educational
3.87 .815 High
process
2. I can list the behavioral problems 3.74 .689 High
3. I can prioritize behavioral problems 3.78 .998 High
4. I know the procedural definition of the problem 3.83 .778 High
5. I know the scientific definition of the problem 3.13 1.325 Moderate
6. I know how to set up the goals of behavior
3.57 1.161 High
modification plan
7. I know different techniques for behavior measure 3.57 .992 High
8. I can identify desirable and undesirable behaviors 3.30 .974 High
9. I know the procedures for increasing the desirable
3.04 1.224 Moderate
behavior
10.I know the procedures for reducing the undesirable
3.04 1.022 Moderate
behavior
11.I know the procedures for shaping the desirable
3.35 .885 Moderate
behavior
12.I know the techniques of behavior modification 2.91
1.411 Moderate
(reinforcement, punishment, instruction, modeling,
etc.)
 Over-all Mean 3.43 .309 High

As projected on the table 2.1 one (1) has the highest mean score of 3.87 which was

qualitatively interpreted as “high”. On the other hand, it showed on the table that the

indicator 12 (twelve) has the lowest mean score of 2.91.

It is given that mostly of the teachers knew what the targeted behaviors of their

learners are. They knew what behavior that be focused on the learners. According to

Hartin (2022), the positive behaviors should be aimed for. In other words, target

behaviors are typically classified as desired versus unwanted. The replacement

behavior is this positive or desirable behavior; Applied Behavior Analysis (ABA) is

used to replace aggressive behavior with cooperative behavior. The difference in

behavior must be desired by the teacher.

With these results, the teachers observes the learners and they knew what are the

targeted behavior that can be applied to the learners when they are inside the classroom

and it may change when they are at home and when the teachers encounters

undesirable behaviors inside the classroom. This will help the learners grow and to

enhance their behavior whenever they are; in home and in school. The teacher is also

capable in focusing those targeted behaviors or the learners in order to help and

enhance those behaviors that are need to be improved. In correlation in modifying

behavior through positive and negative reinforcement is the target behaviors affect the

educational process of the positive and negative reinforcement of the learners with

special needs.
Table 2.2
Degree of Respondent’s Behaviour Modification Techniques in terms of Action Domain

Qualitative
Indicators Mean SD
Interpretation
1. I define the target behavior 3.22 1.313 Moderate
2. I procedurally define behavior 4.00 1.087 High
3. I measure the behavior in terms of (duration – 3.43 1.080 High
intensity – frequency)
4. I use nutritional reinforcers like favored food 3.57 1.199 High
(positive reinforcement)
5. I use artificial reinforcers like points and 3.61 .891 High
coupons
6. I use physical reinforcers like stamps and toys 3.74 1.176 High
7. I remove unpleasant stimulus directly following 4.04 .825 High
desirable behavior (negative reinforcement)
8. I use extra differentiating stimuli to increase the 3.91 .733 High
target behavior frequency (verbal instruction –
physical instruction – gesture instruction)
9. I use positive reinforcement of responses 3.91 .949 High
approximate the target behavior (shaping)
10.I teach the student how to do things as I did 3.74 1.176 High
(modeling)
11.I reinforce the gradual decrease of unacceptable 4.00 1.000 High
behavior (differential reinforcement)
12.I withdraw reinforcers after unacceptable 4.04 1.261 High
behavior (response cost)
13.I deprive reinforcers after unacceptable behavior 3.61 1.196 High
(extinction)
14.I raise my voice or I say “do not do it” to reduce 3.65 1.152 High
the unacceptable behavior (punishment)
15.I calculate the number of acceptable and 3.70 1.222 High
unacceptable behaviors (behavior frequency)
16.I calculate the behavior duration 3.35 1.191 Moderate
Over-all Mean 3.72 .377 High

As projected on the table 2.2 there two (2) highest mean scores, the indicator

seven (7) has the highest mean score of 4.04 which was qualitatively interpreted as

“high” and the indicator 12 (twelve) with the highest mean score of 4.04 which was

qualitatively interpreted as “high”. On the other hand, indicator 1 (one) has the lowest

mean score of 3.22 which was qualitatively interpreted as “moderate”.

Wilson & Matthieu (2015), states that the target behaviors are an important first

step in treatment for both behavior analysts and social work practitioners. Current

disciplinary myths hold that social workers and behavior analysts only address covert

and overt behaviors, respectively. Covert behaviors that occur within the skin (Skinner,

1974) are difficult to directly observe and are easily dismissed by behavior analysts (c.f.,

Skinner, 1953, for inclusionary argument of covert behavior within an analysis of

human behavior).

With these results, that the special education teachers remove the unpleasant

stimulus directly following desirable behavior or negative reinforcement and withdraw

reinforcers after unacceptable behavior or response cost that will greatly affect the

behavior of a learner. With this the teacher knew the appropriate things to do when the

learner/s shows that behavior/s. The teachers will remove those unpleasant behaviors

that the learners showing the undesirable behaviors inside the classroom. This will help

the learners gradually know the appropriate things or good things to do and what are
not. Thus, these things will help them improved their behaviors inside the classroom

with the use of positive and negative reinforcement.

Table 2.3
Degree of Respondent’s Behaviour Modification Techniques in terms of Evaluation Domain

Qualitative
Indicators Mean SD
Interpretation
1. I set up a good behavior modification plan 3.30 1.063 Moderate
2. I procedurally define the behavior 3.39 1.118 Moderate
3. I analyze the goal accomplishment 3.61 1.118 High
4. I measure the behavior after its modification 3.39 1.033 Moderate
process
5. I graph the behavior frequencies 3.13 1.392 Moderate
6. I measure behavior after starting its 3.13 1.517 Moderate
modification process
7. I follow up on the behavior after the treatment 3.52 1.344 High
8. I evaluate the importance of altering the target 3.30 1.363 Moderate
behavior
9. I evaluate the effectiveness of the behavior 3.30 1.579 Moderate
modification actions
10.I assess the goal accomplishment 3.61 1.373 High
11.I summarize the final outcomes regarding the 4.26 .752 Very High
target behavior
Over-all Mean 3.45 .565 High

As projected on the table 2.2, eleven (11) has the highest mean score of 4.26 which

was qualitatively interpreted as “very high”. While five (5) and six (6) has the lowest

score of 3.13 which was qualitatively interpreted as “moderate”.

Wilson & Matthieu (2015), states that the target behaviors are an

important first step in treatment for both behavior analysts and social work
practitioners. Current disciplinary myths hold that social workers and behavior analysts

only address covert and overt behaviors, respectively. Covert behaviors that occur

within the skin (Skinner, 1974) are difficult to directly observe and are easily dismissed

by behavior analysts (c.f., Skinner, 1953, for inclusionary argument of covert behavior

within an analysis of human behavior).

With these results, mostly of the special education teachers in public schools

summarizes the final outcomes regarding the target behaviour in order to have a record

on what the target outcomes on the behavior of the learners. In summarizing the final

outcomes of the behaviors of the learners with special needs will help the teachers

perceive more on the targeted behaviors that are need to be improved more.

Table 2.4
Summary of the Respondents’ Degree of Behaviour Modification Technique
d
Cognitive Domain Action Domain d Evaluation Domain
Scoring Scale
f % M QI f % M QI f % M QI
2.60 – 3.39 4 17.4 3.19 M 13 56.5 3.10 M
3.40 – 4.19 8 34.8 3.08 H 17 73.9 3.77 H 7 30.4 3.60 H

4.20 – 5.00 15 65.2 3.61 VH 2 8.7 4.34 VH 3 13.0 4.64 VH

Total 23 100.0 3.43 H 23 100.0 3.72 H 23 100.0 3.45 H
M – Mean; Qualitative Interpretation (QI): M – Moderate ; H – High; VH – Very High

As projected on the table, in cognitive domain 3.61 highest mean which in the
scoring scale is 4.20 – 5.00 this was qualitatively interpreted as “very high”. On action
domain, the highest mean is 4.34 which in the scoring scale are 4.20 – 5.00 which was
qualitatively interpreted as “very high”. In evaluation domain, the highest mean is 4.64
which in the scoring scale 4.20 – 5.00 which was qualitatively interpreted as “very
high”. Cognitive domain has a total of 3.43 as the total mean. Action domain has a total
of 3.72 as the total mean. Evaluation domain has a total of 3.45 as the total mean. The
three (3) domains – cognitive, action, evaluation are all in the 100.0% in total which
qualitatively interpreted as “high”.

According to Dozier, Foley, Goddard, and Jess, 2019 (as cited by Nickerson, 2022)

that there is proof that reinforcement, both positive and negative, can work in many

ways. For instance, new study indicates that, despite the possibility that positive

reinforcement is more successful in the short term, the possibility exists that negative

reinforcement may result in more long-lasting behavior change.

With this results, special education teacher in public school are more focused on

the cognitive domain, action domain, and evaluation domain which connects to the

behavior modification of learners with special needs especially in positive and negative

reinforcement. This will help the teachers to know more the modified behaviors of the

learners with special with the use of positive and negative reinforcement. It is given that

they are more focused in the cognitive, action, and evaluation of the behaviors of the

learners and other modified behaviors.

Problem 3. What behavior/s of learners with disabilities is modified based on the

respondent’s engagement to positive and negative reinforcements?

Table 2.3
Degree of Respondent’s Behaviour Modification Techniques in terms of Evaluation Domain

Positive Negative
Punishment Extinction
Indicators Reinforcement Reinforcement
f % f % f % f %
1. Concentrate well on
22 100.0
his/her task
2. Ignore the child for the bad
6 26.0 6 26.0 10 22 95.7
behaviour
3. Forcing them to do the task
6 26.1 10 43.5 2 8.7 4 17.4
when they misbehave
4. Daydreaming 9 39.1 9 39.1 4 17.4
5. Paying attention on what
18 78.3 4 17.4
the learner is doing
6. Temper Outburst
(unpredictable behaviour 5 21.7 12 52.2 5 21.7
and explosive)
7. Assigning task to the
learner/s when they
5 21.7 9 39.1 6 26.1 2 8.7
forgot to do their
homework
8. Self- abusive (head
banging, kicking, hitting, 5 21.7 6 26.1 11 47.8
and etc.)
9. Whining 5 21.7 9 39.1 8 34.8
10.Neither leads nor follow;
12 52.2 5 21.7 5 21.7
plays alone
11.Write a complimentary
words of the learner’s
21 91.3 1 4.3
work (excellent, keep it
up, good job, etc.)
12.Prevent to give feedback
when the learner does 5 21.7 10 43.5 1 4.3 6 26.1
unnecessary things.
13.Removing their chance to
3 13.0 13 56.5 6 26.1
play when they misbehave
14.Short attention span 10 43.5 9 39.1 3 13.0
15.Disallowing them to certain
things when they are not 4 17.4 11 47.8 5 21.7 2 8.7
listening or misbehaving
16.Physical Aggression
(Tickling, Bullying, and 4 17.4 7 30.4 7 30.4 4 17.4
etc.)
17.Moves around a lot
(walking, running,
6 26.1 9 39.1 1 4.3 6 26.1
transferring of sits and
etc.)
18.Failure Avoiding (fails to
show interest, fail to
8 34.8 13 56.5 1 4.3
interact with others and
etc.)
19.Easily distracted from
things (flying insects, toys, 7 30.4 12 52.2 3 13.0
etc.)
20.Compliment them (saying
good work, good job, 19 82.6 2 8.7 1 4.3
excellent, etc.)
21.Eliminating what is bad for
them or can harm them 7 30.4 6 26.1 3 13.0 6 26.1
(sharp objects, etc.)
22.Gives certain task to do
when they not abiding the 10 43.5 6 26.1 5 21.7 1 4.3
rules
23.Not giving the same
amount of attention like 5 21.7 11 47.8 3 13.0 3 13.0
others
24.Implementing more rules
when they miss to follow 8 34.8 7 30.4 5 21.7 2 8.7
it.
25.Appreciate their works 22 95.7
26.Self – Stimulatory (hand-
waving, hand-tapping, 15 65.2 5 21.7 2 8.7
and etc.)

As projected on the table, the most highest on ranging 18-22 in frequency. One

(1) – under positive reinforcement, two (2) - under extinction, and twenty – five (25) -

under positive reinforcement has the most frequency which is 22. Eleven (11) - under

positive reinforcement is the second most highest in frequency which is 21. Twenty (20)
– under positive reinforcement has the third most high in frequency which is 19. Five

(5) – under positive reinforcement has the fourth most high in frequency which is 18.

On the other hand, three(3) has lowest frequency of 2 under the punishment.

Scott, Jain, Cogburn, 2021 states that positive reinforcement or rewards are

essential components of a behavior plan, but they differ for each child. For the plan of

action to be successful, the reinforcement must have to the child. Reinforcement and

punishments increase the chance that a behavior modification strategy will be effective,

something must occur when the behavior occurs.

With this, the special education teachers in public schools in Iligan City are more

likely using positive reinforcement than negative reinforcement, punishment and

extinction. This is more applicable to learners with special needs that the teachers will

appreciate of what they are doing and give praises or compliments on the task that the

learners done excellently. The teachers are paying attention to the learners and the

teacher knows the things that will be more focused on especially on the behavior of the

learners. With this, most of the special education teachers never punish their learners

even they show undesirable behaviors inside the classroom.

Problem 4. What program can be crafted based on the results of the study?

The program can be crafted on the results of the study is that it is helpful to the

teachers in special education in public schools in Iligan City to modify the behaviour of

the learners with special needs with the use of positive reinforcement, and negative

reinforcement that are more likely to use in the situational behaviours of the learners.
 The teachers are more focused on the positive outcomes and they appreciate

their learners, give compliments and rewards in order that the learner will do the good

or the positive behaviours. In negative reinforcement, teachers are watchful or mindful

on the things that can hurt the feelings and they cannot hurt the learners physically and

the things that are appropriate on the behaviours of the learners and cannot spoil their

learners because the learners will not improve with that type of handling the learners

especially with special needs.

Mostly of the teachers are more suited on the positive reinforcement when the

class in going on, while on break time and etc. that can be happened inside the

classroom.

It is also applicable to the teachers to use negative reinforcement, punishment

and extinction which will be done in a situational manner specifically inside the

classroom, on what behaviour does the learners shows in front of the teachers and

his/her classmates.

Scott, Jain, Cogbur 2021 states that the positive reinforcement or rewards are

essential components of a behavior plan, but they differ for each child. For the plan of

action to be successful, the reinforcement must have to the child. Reinforcement and

punishments increase the chance that a behavior modification strategy will be effective,

something must occur when the behavior occurs.

In positive reinforcement, it can add something beneficial in order to increase a

response. In negative reinforcement, there is something that is taken away in order for
the children enjoy the increased response. It should be distinguish that positive

reinforcement is more beneficial than negative consequences for improving learner’s

behavior. Therefore, it is always that these interventions can be tried prior to negative

consequences – punishment and extinction.

CHAPTER 5
 SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter is represented in three sections. The first section contributes to an

overall summary of the study followed by the summary of the findings and their

conclusions. Subsequent to this are the implications of the study and followed by

recommendations for future research.

Summary

This study aimed to determine the modified behavior through positive and

negative reinforcement of learners with special needs. The demographic profile of

participants in terms of: age, sex, highest educational attainment, and years of service. It

aimed to evaluate the usage of positive and negative reinforcement of special education

teachers in public school in Iligan City. The researcher surveyed 23 teachers and used a

descriptive survey method through the use of standardized questionnaires to gather the

right responses of the respondents with regard to their modified behavior through

positive and negative reinforcement of learners with special needs. The gathered data

was then tallied, and weighted mean was obtained using the statistical formula. The

weighted mean was then interpreted accordingly and tabulated properly.

Behavior modification techniques have come to play an important role in

classroom management and are being increasingly applied to the learners with special

needs. This research gives an account of the characteristics of the approach, describes

some of the commonly employed procedures, and examines some of the problems that

may be encountered inside the classroom.

 The output of this study is to acquaint themselves in positive and negative

reinforcement of learners with special needs. Thus, the researcher come up with an

action plan that most of the teachers are using positive reinforcement and negative

reinforcement in situational scenario inside the classroom.

Findings:

Having analyzed the significant data for this study, the results generated the

following findings:

1.1 The result shows the demographic profile of the respondents in terms of

age with 43.5% were mostly of the participants are in less than 40 years old, sex with

87% were mostly of the participants are female, highest educational attainment with

39.1% were mostly of the participants have master’s degree, and years of service with

30.4% were mostly of the participants are in 6 – 10 years.

2.1 The result shows that the cognitive domain of the respondents has 65.2%,

action domain of the respondents has 73.9%, and evaluation domain of the

respondents has 56.5%.

2.2 Cognitive domain has 3.61 as the highest mean, and 3.08 as the lowest mean.

2.3 Action domain has 4.34 as the highest mean, and 3.19 as the lowest mean.

2.4 Evaluation domain has 4.64 as the highest mean, and 3.10 as the lowest

mean.
 3.1 One (1) under positive reinforcement has 100%. Twenty - five (25) under

positive reinforcement has 95.7%. Two (2) under extinction has 95.7%. Eleven

(11) under positive reinforcement has 91.3 %. Twenty (20) under positive

reinforcement has 82.6%. Five (5) under positive reinforcement has 78.3%.

4.1 Program that is crafted in the results that special education teachers are more

on positive reinforcement of learners with special needs. By this, special

education teachers modified the behaviors of the learners with the two

reinforcements – positive and negative.

Conclusion

The researcher conducted study titled, Modified Behavior through Positive and

Negative Reinforcement of Learners with Special Needs which aim to determine the special

education teachers in public schools in Iligan City: Sergeant Miguel Canoy Memorial

Central School, Doña Juana Actub Lluch Memorial Central School, Iligan City Central

School, and Tambo Central School. The study to conclude that there is a correlation of

using modified behavior through positive and negative reinforcement. With this, the

researcher provide some key findings of positive and negative reinforcement, and made

of predictions about the future of modifying behaviors of learners with special needs.

The outcome of the study had a positive on the special education teachers

especially in term of modifying the behavior of learners with special needs though

giving positive and negative reinforcement. This can tend to acquisition of more

strategy in teaching learners with special needs, developing their behaviors and their
performance in school. With these findings, the researcher give certain

recommendations to inspire teachers to give and apply more positive and negative

reinforcement in their classes especially to those learners with special needs because

they are more motivated to do their tasks and it can help in modifying undesirable

behaviors. With these recommendations, these may give opportunity to the teachers

especially those fresh from the field of special needs education to consider what

appropriate reinforcement he/she will use in modifying the behaviors of learners with

special needs.

Thus, the theory of B.F. Skinner the Operant Conditioning, this theory study

about the positive and negative reinforcement of a child which relates to the behaviour

of the learners. learners will change their behaviour by this theory.

“Psychology as the Behaviourist Views It” by John B. Watson, studies about the

behaviours that are more focused on the internal emotional and psychological

conditions of people. This will help the learners to control or change the emotion and

their psychological conditions with the help of the teacher which will guide the

learners.

It will give a strategy to the teachers on dealing different behaviours especially to

the learners with disabilities were the framework in this study which became more

beneficial and still support the overall findings of the research study.

Recommendations
 The aim of the study was to determine the modified behavior through

positive and negative reinforcement of learners with special needs. Furthermore, this

study will be conducted to give insights to:

School Administration. This research will served as a foundation in providing

workshops or seminar for special education teachers and also for parents for them to

have more knowledge on how to give positive and negative reinforcement to learners

with special needs and by modifying the behaviors of the learners.

Teachers. The teachers should collaborate and work hard in hand with parents

to build better developmental competence to the learners with special needs most

especially on the utilization of positive and negative reinforcement to modify behavior

in home and in school.

Parents. The parents need to communicate and collaborate with teacher in order

to support the needs of their child. Also, they should give importance to education of

their child and give them freedom to socialize with other people or their colleagues so

that their skills will be developed gradually. Both parents should share responsibilities

in developing the competencies of their child regardless of their disability so that better

improvement can be observed.

Future Researchers. It is an aspiration that this study would be helpful to future

researchers as they can get some information in connection of modifying behavior

through positive and negative reinforcement of learners with special needs.

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