ABSTRACT

This study systematically analyzed the trends of Positive Behavior Support (PBS) intervention studies conducted with students with intellectual disabilities and evaluated their methodological quality to suggest future research directions. For this purpose, 15 studies published between September 2013 and October 2024 that met the inclusion criteria were reviewed using an analytical framework and assessed based on the Council for Exceptional Children (CEC) quality indicators. The analysis revealed an uneven distribution of PBS studies across the years, with most studies conducted in elementary school settings and special education schools, indicating a lack of diversity in participants and settings. Multiple baseline design was the most commonly employed research design, and dependent variables primarily focused on reducing challenging behaviors. In terms of quality indicators, the “data analysis” component received relatively high ratings, whereas “treatment fidelity” and “social validity” were rated lower. These findings suggest the need for future PBS research to enhance participant and setting diversity, adopt varied experimental designs, and improve the overall methodological rigor to ensure greater reliability and validity.

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