ABSTRACT

The purpose of this study was to examine the effects of the individualized positive behavior support (PBS) on out-of-seat behavior of a student in vocational education program after high school with autism spectrum disorder in transition program after special school graduation. A multiple baseline design across settings was utilized as a research design in this investigation. Functional behavioral assessment (FBA) was used to develop the problem behavior hypothesis and individualized positive behavior support has been provided as an intervention in special school setting. Results of the study indicated that individualized PBS decreased out-of-seat behavior for a student with autism spectrum disorder in transition program after schooling. The effects of PBS for a student with autism spectrum disorder in post-high school specialized vocational program suggested that more research of PBS intervention would be necessary to generalize the results of this study and quality of life perspective.

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