본 연구는 보편적 차원의 긍정적 행동지원을 실시하여 수업 참여 및 방해행동과 사회적 상호작용에 미치는 효과를 검증하고자 하였다. 연구 대상은 경기도 G시에 위치한 시립어린이집 두 곳으로 실험집단과 통제집단 통합학급 36명이 참여하였다. 보편적 지원을 통한 통합학급 유아들의 행동 변화의 효과 검증을 위해 사전․사후 통제집단설계를 사용하였다. 자료 수집은 통합학급 전체 유아의 수업 참여 및 방해행동을 사전․사후 각 4회기를 부분간격 기록법으로 측정하였고, 사회적 상호작용은 또래 놀이 행동 을 사용하여 사전․사후 검사로 실시하였다. 자료 분석은 실험집단과 통제집단의 사전-사후에 대한 독립표본 t 검증과 공변량 분석(ANCOVA)을 실시하였고, 통계처리는 SPSS(ver 21.0) 프로그램을 사용하였다. 연구 결과는 첫째, 보편적 차원의 긍정적 행동지원은 통합학급 유아들의 수업 참여행동을 향상시키는데 효과가 있었고, 수업 방해행동은 감소시키는데 효과가 있었다. 둘째, 보편적 차원의 긍정적 행동지원이 통합학급 유아들의 사회적 상호작용을 향상시키는데 효과가 있었다.The purpose of this study was to investigate the effect of Positive Behavior Support(PBS) in the universal support on classroom behavior and interaction of young children in Inclusive preschool. The subject of this study for the universal support was selected two classrooms of inclusive preschool in Gyeonggi-do. For the universal support pretest-posttest control group design were utilized as a research design of this study. In other words, a pretest-posttest control group as used to explore the changes of children’s classroom engagement behavior, disturbance behavior, and social interaction behavior in inclusive classrooms. The difference between pre-test and post-test of experimental group and of control group was analyzed by using two dependent samples t-test and the data were analyzed with ANCOVA. The result of this study are as follows: First, a PBS in the universal support was proven to be effective for positively changing classroom engagement behavior, disturbance behaviors and social interaction behavior of the children in the inclusive classroom. First of all, when comparing pre and post test result of the children in the inclusive classroom, the classroom engagement behavior, disturbance behavior and social interaction behavior in the experimental group were changed significantly in the post-test compared to the pre-test. Second, a PBS in the universal support was proven to be effective for positively changing social interaction behavior of the children in the inclusive classrooms. First of all, when comparing pre and post test result of the children in the inclusive classroom and social interaction behavior in the experimental group were changed significantly in the post-test compared to the pre-test.