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This study determined the level of disruptive behaviors among students in regular and special education classrooms. The descriptive comparative research method was utilized which made used of survey questionnaire which provided answers to the specific problems, and unstructured interview to supplement the results. In this study, the areas of disruptive behaviors in the regular and special education classrooms include: Attention Skills at School; Activity Level at School; Behavior Toward Adults at School; Behavior Toward Peers at School; and School Adjustment. Based on the summary of findings and conclusions, the following are recommended: First, encourage all regular education teachers to attend trainings, seminars, and workshops in behaviour management of children with disruptive behaviors to modify problem behaviors; Second, establish collaboration between regular and special education teachers who has specialized training in special education specifically in managing problem behavior; Lastly, further research should be undertaken on topics related to disruptive behaviors so that appropriate attention could be given.

Disruptive Behaviors of Children in Regular and Special Education: Implications to Classroom Management