ABSTRACT

The purpose of this study was to investigate the effects of classwide positive behavior support on prosocial and problem behaviors of children in the kindergarten. The subjects was a class consisted of 20 kindergarten students. To demonstrate the effect of this study, one-group posttest-only design was conducted. The intervention strategy contains multiple elements in which in the class it is implemented selection of class promise, instruction of class promise, notification, encouragement to the expected behavior, and structuralization of environment. Results indicated that implementation of classwide positive behavior support increased prosocial behaviors of subjects and decreased problem behaviors. The results are encouraging because they suggest that positive behavior support at the classroom level of kindergarten can create meaningful classroom atmosphere and children behavior change. Implications for developing and implementing classwide positive behavior support were discussed.

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