The Effects of Individualized Positive Behavior Support on Challenging and Alternative Behavior of a Middle School Student with Autism Spectrum Disorder in Special School

Abstract

The purpose of this study was to investigate the effects of an individualized positive behavior support on challenging behavior(self-injurious·aggressive behaviors and transition refusal behaviors) and alterative behavior(requesting and transition-related compliance behaviors) of a middle school student with autism spectrum disorder. The subject of this study was a student with autism spectrum disorder in 9th grade who was enrolled in a special school. The individualized positive behavior support was implemented utilizing multiple design across behaviors. The collected data were analyzed for interventional effects through visual analysis(the average and range, the trend of data using the split-middle line and percentage of non-overlapping data points; PND). The results of this study were as follows: First, individualized positive behavior support was effective reducing the self-injurious·aggressive behaviors and transition refusal behaviors of the target student. Second, the individualized positive behavior support was effective increasing the requesting and transition-related compliance behaviors. The results of the study were discussed in terms of intervention based on functional behavior assessment, multi-element intervention strategies, the use of evidence-based practice considering the characteristics of autistic disorders, and positive behavior support based on a collaborative team approach.