Abstract
Purpose: The purpose of this study was to introduce the process of individual implementation of positive behavior support(PBS) in inclusive elementary schools to understand and identify the feasibility as well as effects of PBS in inclusive settings. Method: Various data such as students’ IEP, monthly plan, mentor diary, counseling notes, and final reports about the PBS were collected and analyzed to understand the process of PBS. Results: As a result, because the individual support team worked collaboratively and systematically, students’ behavioral problems were reduced and their inclusive classroom adaptations were improved. Conclusion: The PBS could be an effective behavioral intervention method for inclusion if inclusive schools develop PBS systems based on needs and feasibility, school members work collaboratively and administrative and financial support systems are available for schools.
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