Beyond Behavior Control: A Human-Centered Qualitative Study of Behavior Modification and Motivation in Early Childhood Special Education Needs

Abstract

Challenging behaviors among students with special educational needs (SEN) remain a persistent concern in early childhood special education, often addressed through reinforcement-based behavior modification strategies. However, such approaches have been criticized for prioritizing behavioral control over students’ motivational and relational needs. This study adopts a human-centered perspective to examine how behavior modification practices are enacted in classroom contexts. Guided by an integrative framework combining Behaviorism and Self-Determination Theory (SDT), a qualitative design was employed using semi-structured interviews and classroom observations with seven special education teachers. Thematic analysis revealed that teachers integrate reinforcement strategies, non-verbal communication techniques, and relational practices, adapting them to individual student needs. Findings indicate that behavior modification is more effective when aligned with students’ autonomy, competence, and relatedness, promoting self-regulation. This study advances theory by bridging behavioral and motivational perspectives and offers practical implications for inclusive pedagogy, teacher development and policy.