본문 바로가기
  • Home

The Effects of Class-wide Positive Behavior Support on Young Children’s Problem Behavior and Social Competence

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(2), pp.19-42
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

최진화 1 류명옥 2 Jina Noh 2

1신양어린이집
2공주대학교

Accredited

ABSTRACT

This study was conducted with a one-group pretest-posttest design to examine the effects of class-wide positive behavior support on problem behaviors and social competences of 16 3-4 year old children (7 males, 9 females) in an inclusive daycare classroom. For this purpose, the researchers made a positive behavior support team and carried out training three times. In addition, story time, art activities, and free choice activities were selected for observation of problem behaviors. To reduce the incidence of behavioral problems, class-wide positive behavior support was planned and conducted. For example, establishing and teaching classroom rules, acknowledging appropriate behaviors, and structuring classroom environments were implemented. The frequency of problem behaviors of all children was recorded and counted both before and after the study. In addition, in order to examine how intervention influences social competences, this study modified one social competence tool for young children. The test results were examined by SPSS 21.0, and M, SD, paired t-test, and Cohen's d were calculated. The results were as follows. Problem behaviors declined and social competence scores increased after class-wide positive behavior support intervention. The findings of this study demonstrate that class-wide positive behavior support can be an effective intervention to reduce problem behavior and to improve social competences of all children in a class.

Citation status

* References for papers published after 2022 are currently being built.