TITLE:
Behavioral Supports for ADHD Learners: An Empirical Analysis Informing a Targeted Training Program for Educators
AUTHORS:
Jonalyn C. Malihan, Erwin B. Marcelo
KEYWORDS:
ADHD, Attention Deficit Hyperactivity Disorder, Behavioral Supports, Behavioral Interventions, Teacher Training Program, Special Education, Inclusive Education, Self-Regulation Strategies, Positive Reinforcement, Physical Activity, Social Skills Training, Child Behavior Checklist (CBCL)
JOURNAL NAME:
Open Access Library Journal,
Vol.13 No.1,
January
16,
2026
ABSTRACT: This study examines the behavioral supports utilized by teachers for learners with attention deficit hyperactivity disorder (ADHD) and analyzes their effectiveness as the empirical basis for developing a targeted training program for educators in selected schools within the Division of Caloocan City during School Year 2022-2023. Employing a descriptive-correlation design, the research involved 50 educators (4 master teachers and 46 regular teachers) chosen through purposeful sampling. Seven behavioral support domains were investigated: structure and routine, clear instructions and positive reinforcement, minimizing distractions and organizational strategies, behavioral interventions, self-regulation techniques, physical activity and healthy lifestyle, and social skills training. Learners’ behavioral outcomes were evaluated using the Child Behavior Checklist (CBCL). Findings showed that teachers rated clear instructions and positive reinforcement most highly, with reward systems identified as particularly effective in practice. However, correlation results indicated that different domains, such as self-regulation techniques, physical activity and healthy lifestyle, and social skills training, were the strategies significantly associated with improved CBCL outcomes. Teachers also identified major challenges in supporting ADHD learners, particularly the difficulty of applying universally effective approaches and managing impulsive behaviors. Based on these insights, a targeted training program was developed and evaluated as acceptable by both master teachers and SPED teachers. The study concludes that strategic professional development should prioritize the domains that demonstrated significant associations with behavioral improvement, such as self-regulation, physical activity, and social skills training, to strengthen educators’ competencies in implementing effective supports for learners with ADHD.