Assessing the Behavioral Disorders and Social Skills of the Learners with Special Educational Needs

Abstract

Learners with Special Educational Needs (LSENs) often experience challenges in managing their behavior and interacting with others, which can affect their learning, relationships, and overall development. This study sought to explore behavioral disorders, social skills, and their relationship among learners with special needs in Talisay City and Lapu-Lapu City, Philippines. Using a descriptive correlational approach, researchers collected data via structured surveys completed by convenience-sampled parents from three designated schools. The study examined student demographics, parent-reported behavioral traits, social skill development, and the connection between behavior and social abilities. Findings indicated that most participants were male, aged 5–12, with one to two siblings, from low-income families, and had parents who were mostly college graduates. While behavioral issues and social skills were generally observed, some challenges appeared, particularly in emotional regulation and complex play. No significant link was found between overall behavioral disorders and social skills. However, limitations in the study design prevent firm conclusions. The demographic insights and varying needs highlight the importance of comprehensive, evidence-based strategies that address behavioral and emotional development, family support, and individualized interventions. The study recommends improving future research by using broader samples and additional informants and proposes a matrix-style intervention framework to support learners with special needs better.