The Effects of Individualized Positive Behavior Support on Requesting Behavior and Classroom Disturbance Behavior of a Student with Autism Spectrum Disorder

Abstract

The purpose of this study was to investigate the effects of an individualized positive behavior support on requesting behavior and classroom disturbance behavior of autism spectrum disorder in inclusive elementary school. Subject of this research was a student with autism spectrum disorder in special classroom. Individualized positive behavior support was implemented using multiple baseline design across settings. The intervention especially included the student’s choice making of task activity, picture exchange and requesting gesture as well as solving the sleep problem at home using parent notice. The results showed that challenging behaviors like loud noise and hitting of the target student were significantly reduced and the communication behaviors of requesting increased through the individualized positive behavior support. The results of this research showed that individualized positive behavior support reduced challenging behavior and increased requesting behavior for a student with autism spectrum disorder.