ABSTRACT

Positive Behavior Support has been emerging with concerns regarding how to addressing behaviorproblems in schools. This study investigated studies implemented schoolwide and classwide positivebehavior support in elementary, middle, and high schools. Through Korean academic databases, 9 researcharticles published in Korean journals from 1997 to 2017 were identified, and these were analyzed basedon three analysis frameworks: general characteristics, implementation stages and utilized interventionstrategies. The results showed that schoolwide positive behavior support were implemented in 3 studies,and classwide positive behavior support were conducted in 6 studies. As a result of analyzing theimplementation stages of positive behavior support on the universal level, mostly special teachers, generalteachers, and researchers participated in the positive support implementation team and held teachereducation and regularly held team meetings for high fidelity performance. Thirdly, intervention strategiesusing universal positive behavior support include restructuring the environment, setting expected behaviors,direct teaching expected behaviors, self-monitoring and evaluating, and implementing reinforcement system.Based on the results of this study, discussion and future directions for research were suggested.

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