@article{ART001807035},
author={Eunju Jung},
title={A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2013},
volume={14},
number={3},
pages={85-110}
TY - JOUR
AU - Eunju Jung
TI - A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms
JO - Journal of Special Education: Theory and Practice
PY - 2013
VL - 14
IS - 3
PB - Research Institute of the Korea Special Education
SP - 85
EP - 110
SN - 1598-060X
AB - Recently, the attention to the interventions for elementary school students with problem behaviors in inclusive classrooms are increasing. The purposes of this study were to review the recent literatures on applying Positive Behavior Support(PBS) in the inclusive classrooms in elementary schools and to analyze the intervention strategies and educational effectiveness for PBS as well as the research trends appeared in the research. The search procedures through the Web-database systems were implemented to find the proper studies, and a total of 10 articles from 1997 to 2013 were included in this review. The results, first, indicated researchers had more interests in third and fourth graders as subjects and in providing interventions at a individual level than at a universal level. The single subject study method was mostly implemented as a research method. The PBS interventions were implemented mostly in the area of classrooms rather than other places. Intervention periods appeared in papers were diverse, but those did not go beyond one semester. Most researchers preferred observation methods for examining the effectiveness of PBS interventions. Results also found that the most frequently used strategies applying PBS were the ‘use of classroom rules’ as a universal level and antecedents intervention and consequences intervention as a individual level. Finally, the PBS interventions at both a individual level and a universal level were effective in reducing the problem behaviors. Implications and suggestions based on the results were discussed.
KW - positive behavior support(PBS);intervention strategies;effectiveness;elementary school students
DO -
UR -
ER -
Eunju Jung. (2013). A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms. Journal of Special Education: Theory and Practice, 14(3), 85-110.
Eunju Jung. 2013, "A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms", Journal of Special Education: Theory and Practice, vol.14, no.3 pp.85-110.
Eunju Jung "A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms" Journal of Special Education: Theory and Practice 14.3 pp.85-110 (2013) : 85.
Eunju Jung. A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms. 2013; 14(3), 85-110.
Eunju Jung. "A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 85-110.
Eunju Jung. A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms. Journal of Special Education: Theory and Practice, 14(3), 85-110.
Eunju Jung. A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms. Journal of Special Education: Theory and Practice. 2013; 14(3) 85-110.
Eunju Jung. A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms. 2013; 14(3), 85-110.
Eunju Jung. "A Research Synthesis on Interventions for Positive Behavior Support Applied to the Elementary School Students in Inclusive Classrooms" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 85-110.
