Assessing the Efficacy of Teaching Strategies on the Cognitive and Behavioral Development of Children with Developmental Disorders
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 34, Issue 7
Abstract
This study examines the efficacy of scaffolding, positive reinforcement, differentiated instruction, and structured routines in supporting the cognitive and behavioral development of children with developmental disorders. Using a qualitative case study design with embedded units, data were collected through interviews and focus group discussions with ten (10) special education teachers who have at least two years of experience working with students with developmental disorders. Findings indicate that these teaching strategies significantly impact students' attention, problem-solving abilities, social skills, and emotional regulation. Teachers emphasized the importance of structured environments and reinforcement techniques in fostering student engagement and minimizing disruptive behaviors. However, they also reported challenges such as classroom management difficulties, limited resources, and the need for stronger collaboration with parents and school administrators. The study underscores the necessity of professional development programs to equip educators with effective teaching strategies. It also highlights the need for better resource allocation, including specialized learning materials and training opportunities. These findings contribute to the growing body of research advocating for evidence-based instructional approaches in special education. Future research should explore the long-term effects of these strategies and the role of parental involvement in reinforcing student learning beyond the classroom.
Authors and Affiliations
Jessica Rebanal , Jill Tuyor , Stella Krystalline Dalid , Marry Grace Rico , Lira Eyas , Hazel Jade Huliganga
Keywords
Related Articles
- EP ID EP767377
- DOI 10.70838/pemj.340703
- Views 18
- Downloads 0
Parental Involvement in Literacy Development among Kindergarteners: Basis for Strengthening Reading Programs for Beginning Learners
This study explored parental involvement in the literacy development of kindergarteners, employing an ex post facto expository research design to assess how specific parental characteristics impact children's literacy en...
Parental Involvement as Instructional Support in Answering Self-Learning Module (SLM)
This study determined the extent of parental involvement as an instructional support in answering the self-learning modules. The self-learning modules provided logical and guided learners through the content and with the...
Emotional Intelligence, Job Satisfaction, Organizational Commitment And Its Relationship to Job Performance: Basis for Professional Development Plan
This study investigated the relationship between job satisfaction, emotional intelligence, and organizational commitment to job performance among teachers in the Aparri East District. Involving 145 teachers across five s...
Principals’ Managerial Roles as Correlates to School Performance: Basis for an Enhanced Management Training Workshop
This study aimed to determine the principals’ managerial roles as correlates to school performance which served as basis for an enhanced management training workshop during the school year 2023-2024. The perception of th...
Factors Influencing Grade 10 Public Completers’ Decision to Transfer Out for Senior High School
This study investigates the key factors influencing Grade 10 completers from public high schools in Jagna to transfer to other institutions for their Senior High School education. It aims to provide foundational knowledg...