ABSTRACT

This study examined the effects of visual structure-based Positive Behavior Support (PBS) on class participation and disruptive behavior in a high school student with autism spectrum disorder. A multiple baseline design across settings was employed, and the intervention-comprising structured tasks, visual schedules, replacement behavior instruction, and reinforcement-was implemented in Korean, club, and creative activities. Class participation increased by 27~33%, while disruptive behavior decreased by 23~28%. The social validity average was 4.48/5, showing high acceptability. Teachers reported that visual cues helped maintain task engagement, and the parent observed improved self-regulation at home. These findings suggest that visual structure-based PBS is a practical and effective school-based intervention.

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