Managing Disruptive Behaviors Among Learners with Autism: A Qualitative Descriptive Study of Kindergarten Teachers
Daniela Cabrera, Airene Calaoagan, Edward Ryan Gulam
Received: 14 May 2026; Revised: 29 June 2026; Accepted: 02 July 2026; Published: 05 July 2026
DOI: https://doi.org/10.66074/T2L8R9B4
Abstract
Classroom disruptions among learners with autism remain a challenge in kindergarten education. This study explored the experiences and adaptive practices of kindergarten teachers in managing these behavioral challenges. Using a qualitative descriptive design, semi-structured interviews were conducted with eight kindergarten teachers in the selected kindergarten schools within the Division of Davao Del Norte and were selected through purposive sampling and analyzed using Braun and Clarke’s thematic analysis. The results showed that structured and responsive classroom management was characterized by establishing predictable classroom routines, responding to sudden emotional meltdowns, handling resistance during classroom transitions, simplifying instructions for task engagement, and modifying activities according to attention span. The findings on sensory and environmental adaptations for behavioral regulation revealed sensory-based learning activities and monitoring environmental stimuli affecting behavior. Fostering inclusive social participation and emotional safety was reflected in creating safe and inclusive learning spaces and regulating peer interaction during disruptions. The study concluded that effective behavior management requires flexible, individualized, and inclusive teaching practices. It is recommended that schools strengthen teacher training, behavioral support systems, and school–family collaboration in inclusive classrooms.
Keywords: Managing disruptive behaviors, learners with autism, qualitative descriptive study, kindergarten teachers
Corresponding Author Information: Holy Cross of Davao College, Philippines; daniela.cabrera@hcdc.edu.ph
Volume 2, Issue 3, September 2026