Abstract
The purpose of this study was to determine the effect of individualized positive behavioral interventions and supports (PBIS) implemented by a university-special school collaboration team on problem behaviors of students with disabilities and the perception of four special education teachers. The subjects of the study were four students with autism spectrum disorder attending a special school. We used an AB design as well as an individualized PBIS plan based on functional behavior assessment. We collected the frequency of problem behaviors using the event recording system and we measured the percentage of nonoverlapping data (PND) to determine the effect size. After the PBIS was terminated, we interviewed special teachers in a semi-structured manner. The results are as follows: First, out-of-seat behavior, aggressive behavior, and inappropriate demanding behaviors were reduced. PND has a high effect size, greater than 83 percent. Second, a qualitative analysis on the contents of interviews with the teachers identified the following 2 themes. One theme was special teachers' perception of collaborative PBIS with 2 subthemes: (1) teachers’ prejudice on PBIS, (2) changes in teachers’ perception in the process of collaborative PBIS. The other was successful outcomes of PBIS with 3 subthemes: (1) reduced problem behavior and improved quality of life of target students, (2) positive changes in the behavior of his/her peers, (3) positive impacts of PBIS on teachers. The results of this study could be used as basic data for developing a model to enhance the effectiveness of PBIS for students with disabilities in other special schools.
Published Version
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