Abstract
The purpose of this study is to investigate the effects of Positive Behavior Support on peer disturbing behavior and class distracting behavior. The participent is a 6-year old female ASD child, integrated with 20 non-disabled children in a childcare center. The study was conducted through a Multiple Baseline Design Across Behaviors. After measuring the baselines of the target behaviors, the intervention which include setting events and preventative strategies, teaching alternative replacement behavior, consequence strategies and long-term support were conducted. The maintenance inspection was conducted 2 weeks after the intervention. The result of this study showed that the PBS for the ASD child in an inclusive setting decreased peer disturbing behavior and class distracting behavior. Also the effectiveness of the PBS was maintained after the intervention period was over. As such, PBS is effective in reducing the challenging behaviors in an inclusive setting, it should be used more onsite for social integration and to enhance the quality of inclusive early childhood education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
