International Journal For Multidisciplinary Research

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Adapting Trust–Based Relational Intervention with Autism Spectrum Disorder: Exploring General Education Teachers' Experiences

Author(s) Dr. Hilaria Miguel Manuguid, Dr. Bryan V. Catama
Country Philippines
Abstract The increasing prevalence of autism spectrum disorder (ASD) in general education settings poses challenges for teachers addressing complex behavioral needs. Trust-Based Relational Intervention (TBRI) has shown promise in creating supportive classroom environments, yet its practical implementation by general education teachers remains under-researched. This study aimed to explore the lived experiences of general education teachers in adapting and implementing TBRI strategies to mitigate the behavior of students with ASD in their classrooms. This further employed a qualitative approach to explore the lived experiences of eight general education teachers. Using an Aide-Memoire during interviews, the research gained an in-depth understanding of the teachers' perspectives. Data were analyzed using a phenomenological method. Results indicated that the lived experiences of general education teachers in adapting Trust-Based Relational Intervention to students with ASD highlighted the teachers' relational support empowerment, relational behavior shaping, adaptive, resilient efforts, and inclusive adaptive support. The findings of this study demonstrate that the adaptation of TBRI principles in the classroom not only empowered teachers but also enabled them to become transformative educators, significantly enhancing their ability to support and engage students with ASD through enhanced responsiveness, a strengthened role as behavioral shapers, fostered adaptive resiliency and increased inclusive supportiveness. Future research could examine the long-term effects of TBRI principles on teachers' growth and its impact on the academic and social outcomes of students with ASD, focusing on how enhanced teacher qualities influence both teacher effectiveness and student development.
Keywords Trust-Based Relational Intervention, Autism Spectrum Disorder, Inclusive Education, Behavioral Interventions, Emotional Development, Social Development, Adaptation Strategies, Transformative Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-11
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E-ISSN 2582-2160
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