ABSTRACT

The purpose of this study was to examine the effects of the individualized positive behavior support onproblem behaviors of two special school students with intellectual disabilities. The participants werestudents with intellectual disabilities who received education in grade 3 in a special school. The studyutilized multiple baseline design across subjects, and measured behaviors using partial interval recording.Functional behavior assessment was also conducted using direct observation, interviews with the teacher,and with motivational checklist (MAS). Student’s personal profiles were analyzed to identify the functionof the behavior. The dependent variables were the classroom disruptive behaviors demonstrated by studentsduring class: out of seat behavior, making noise verbally, banging the desk, chatting with peers duringthe instruction, and lying down on the floor. The findings from the study indicated that theindividualized positive behavior supports (i.e., antecedent strategies, alternative behavioral strategies, andconsequent strategies) were helpful reducing disruptive behaviors of the two students during bothintervention and maintenance phase. The implication included the guidelines for future research andlimitation.

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