A Study on Effects of Universal Positive Behavior Support in Inclusive Classrooms on the Prosocial Behaviors of General Young Children

Abstract

The purpose of this study is to investigate the effect of Universal positive behavioral support in inclusive classrooms on prosocial behaviors of general young children. For this purpose, 26 experimental groups (13 experimental groups and 13 control groups) were participated in the experiment. The pretest-posttest control group design was applied to investigate the effect of class-level positive behavior support on pro-social behavior. The positive behavioral support team was organized and educated to support positive behavioral behaviors at the class level. The pre-test was conducted using the 'Prosocial Behavior Scale for Young Children (PBSYC) (Kim Young-Ok, 2003) Classroom diagnosis of prosocial behaviors of the general young children in the classrooms, and establish appropriate class action plan for positive behavior. In order to implement the 5-week class-wide positive behavior support, the environment was restructured into a preventive environment, and a social and emotional skill instructions linked to the expected behavioral instructions and the kindergarten curriculum was implemented. In addition, we implemented a class-wide positive behavioral support such as planning and implementing a consistent response strategy for children's desirable behaviors, and linking them with the family. In order to compare and analyze the pre-post-change of pro-social behaviors of the experimental group and the control group, ANCOVA was used for the leadership among the pro-social behavior sub-domains which showed differences in the pre-test, and the remaining sub- Group, and conducted two independent sample t-tests. The results of this study are as follows. There was a significant difference in the pro-social behavior pre -post test of the experimental group and the control group on the implementation of the class-wide positive behavior support in the inclusive classrooms. In the pre-post test of the experimental group and the control group, there were significant differences in seven sub-domains of pro-social behavior (leadership, helping, communication, initiative, approaching, sharing, empathy and control) Positive behavioral support has a positive effect on the prosocial behavior of the general young children in the inclusive classrooms. The purpose of this study was to investigate the effect of class-wide positive behavior support in kindergarten day and curriculum, which is appropriate not only for young children with developmental delays but also for young children in early childhood education environment, and it is meaningful to suggest the appilicability of positive behavior support.