ABSTRACT

This study aims to provide a foundational framework and practical guidelines for specifically applying behavior analyst codes of ethics within the Multi-Tiered System of Supports (MTSS) for Positive Behavior Support (PBS). To this end, PBS implementation components were derived by analyzing prior research on PBS and structured into ethical application units. Subsequently, a regulatory document-based mapping method was conducted, systematically matching the provisions of the BACB (2022) Ethics Code and QABA (2024) Code of Ethics to these PBS ethical application units. Furthermore, descriptive guidelines applicable to school operational settings—spanning PBS policy, data systems, training, screening, individualized interventions, supervision, and the use of restrictive procedures—were presented based on seven core ethical axes derived from the PBS ethical application units: Information Provision and Accuracy; Confidentiality and Consent; Non-Discrimination and Rights Protection; Harm Avoidance and Least Restrictive Environment; Assessment, Data, and Documentation; Supervision, Training, and Role Clarity; and Conflict of Interest and Multiple Relationships. The results demonstrate that the PBS Multi-Tiered System of Supports can serve as a practical unit for differentiating not only intervention intensity but also the level of ethical code application. By presenting concrete pathways for operationalizing ethical codes in school fields, this study shifts ethical codes from declarative standards to decision-making regulations and actionable guidelines for PBS implementation. This study holds significance in providing empirical grounds that enhance fairness, guarantee educational access, and strengthen implementation fidelity-based sustainability for the execution of PBS multi-tiered systems of support.

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