ABSTRACT

The purpose of this study was to examine the effects of individualized positive behavior support on disturbing behavior(crying, throwing objects, leaving) and compliance behavior between classroom for elementary school student with intellectual disabilities in an inclusive setting. Multiple baseline design across settings was utilized as a research design in this study. Based on the hypothesis of the functional behavioral assessment, individualized positive behavior support was conducted for a student with intellectual disabilities. The results of the study showed that the individualized positive behavior support was effective reducing the off-task behavior and increasing compliance behavior of student with intellectual disabilities in the inclusive elementary school. The results of this study showed that individualized positive behavior support was effective reducing the off-task disturbing behavior of a student with intellectual disabilities in inclusive elementary school.

Keyword :