Positive learning environment to reduce challenging behaviour engaged by children with intellectual disabilities

Purpose: Addressing challenging behaviours (CBs) in students with intellectual disabilities (ID) remains a significant concern for educators and professionals. This study aims to examine the impact of implementing universal classroom strategies and explicitly teaching behavioural expectations to students with ID, within the framework of positive behavioural support. Design/methodology/approach: An ABABC multiple-treatment reversal design was used to assess the effects of the intervention on non-collaborative and disruptive behaviours among five students with ID. Condition C was introduced to evaluate the impact of explicitly teaching and reinforcing behavioural expectations. Findings: The intervention resulted in a notable reduction in CB frequency across all participants. These results underscore the effectiveness of proactive environmental modifications and targeted behavioural instruction in managing challenging behaviours. Originality/value: This study reinforces the value of shifting the focus from individual behaviours to the broader learning environment. By emphasizing environmental design and behavioural expectations, this research contributes to the development of more coherent, preventive and inclusive educational practices. Implications for classroom implementation and future research directions are discussed.