ABSTRACT

The purpose of this study was to examine the effects of the individualized positive behavior support on class disruptive behaviors for a student with multiple disabilities in post-high school specialized vocational program. The study utilized multiple probe baseline design across settings: a computer classroom, a pottery classroom, a general classroom. Through the functional behavior assessment, the problem behavior was identified as class disruption behavior: inappropriate talking and inappropriate looking at the person. The findings from the study indicated that individualized positive behavior support was effective reducing classroom disruptive behavior for a student with multiple disabilities in post-high school specialized vocational program during both intervention and maintenance period. The limitation of the study was discussed and future direction has been suggested.

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