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@article{ART002339305},
author={Hyunjeong Na and Eun JIn Chang and Miryeung Ha and Kwang-Sun Cho Blair},
title={Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom},
journal={The Korean Journal of School Psychology},
issn={1738-463X},
year={2018},
volume={15},
number={1},
pages={91-109},
doi={10.16983/kjsp.2018.15.1.91}

TY - JOUR
AU - Hyunjeong Na
AU - Eun JIn Chang
AU - Miryeung Ha
AU - Kwang-Sun Cho Blair
TI - Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom
JO - The Korean Journal of School Psychology
PY - 2018
VL - 15
IS - 1
PB - The Korean Journal of School Psychology
SP - 91
EP - 109
SN - 1738-463X
AB - The purpose of this study was to examine the impact of universal class-wide positive behavior support (PBS) implementation on student problem behavior and academic performance in a 6th-grade elementary school classroom. Participants were 21 students (11 boys and 10 girls) including a student with attention deficit hyperactivity disorder (ADHD) and a student with depression, and the classroom teacher with 5 years of teaching experience. The study was conducted from March to September 2016, and the classroom outcomes were evaluated employing a reversal design, a type of single case experimental design. Data on problem behavior were collected using a 1-min momentary time sampling procedure, to obtain an estimate of class-wide problem behavior. The overall level of class-wide problem behavior was obtained as the average percentage of intervals with problem behavior per student. Academic performance was determined by measuring the change in the total number of students who performed at low levels on achievement tests. Social validity was assessed with both students and parents. The classroom teacher participated in a group PBS workshop and individual training provided by a PBS support team. During implementation, the classroom teacher developed and taught class-wide expectations and rules, implemented token economies to provide reinforcement at the individual student and classroom levels, and class-wide social skills training. Throughout the study, the teacher collaborated with other school personnel and the students’ parents. The results indicated decreases in both problem behavior and the number of low performing students. The implications, limitations, and future directions of the study are discussed.
KW - Positive Behavior Support;Class-Wide;Tier 1;Universal Support;Problematic Behavior;Academic Performance;Elementary School
DO - 10.16983/kjsp.2018.15.1.91
ER -

Hyunjeong Na, Eun JIn Chang, Miryeung Ha and Kwang-Sun Cho Blair. (2018). Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. The Korean Journal of School Psychology, 15(1), 91-109.

Hyunjeong Na, Eun JIn Chang, Miryeung Ha and Kwang-Sun Cho Blair. 2018, "Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom", The Korean Journal of School Psychology, vol.15, no.1 pp.91-109. Available from: doi:10.16983/kjsp.2018.15.1.91

Hyunjeong Na, Eun JIn Chang, Miryeung Ha, Kwang-Sun Cho Blair "Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom" The Korean Journal of School Psychology 15.1 pp.91-109 (2018) : 91.

Hyunjeong Na, Eun JIn Chang, Miryeung Ha, Kwang-Sun Cho Blair. Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. 2018; 15(1), 91-109. Available from: doi:10.16983/kjsp.2018.15.1.91

Hyunjeong Na, Eun JIn Chang, Miryeung Ha and Kwang-Sun Cho Blair. "Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom" The Korean Journal of School Psychology 15, no.1 (2018) : 91-109.doi: 10.16983/kjsp.2018.15.1.91

Hyunjeong Na; Eun JIn Chang; Miryeung Ha; Kwang-Sun Cho Blair. Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. The Korean Journal of School Psychology, 15(1), 91-109. doi: 10.16983/kjsp.2018.15.1.91

Hyunjeong Na; Eun JIn Chang; Miryeung Ha; Kwang-Sun Cho Blair. Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. The Korean Journal of School Psychology. 2018; 15(1) 91-109. doi: 10.16983/kjsp.2018.15.1.91

Hyunjeong Na, Eun JIn Chang, Miryeung Ha, Kwang-Sun Cho Blair. Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. 2018; 15(1), 91-109. Available from: doi:10.16983/kjsp.2018.15.1.91

Hyunjeong Na, Eun JIn Chang, Miryeung Ha and Kwang-Sun Cho Blair. "Impact of Universal Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom" The Korean Journal of School Psychology 15, no.1 (2018) : 91-109.doi: 10.16983/kjsp.2018.15.1.91