ABSTRACT

This study was designed to examine the effect of individualized Positive Behaviorial Support(PBS) on problem behaviors that occur during class situations of students with intellectual disabilities in special schools. The subject of the study was one student with intellectual disabilities, and the study method applied a delayed multiple baseline design for problem behaviors occurring during class situations in the classroom. After defining the problem behavior based on the functional behavior evaluation, we observed how problem behavior changed when the individual level positive behavior support including background and antecedent event intervention, alternative behavior instruction, and follow-up outcome intervention was applied after hypotheses were established. The individualized PBS at the individual level was shown to be effective in reducing the problem behaviors of the target students that occur during class. Finally, the results of this study were discussed, and implications for individualized PBS in schools were presented.

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