Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


10th International Conference; Stockholm, Sweden; 2019

Event Details

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Paper Session #1
Topics in Developmental Disabilities
Sunday, September 29, 2019
8:00 AM–8:20 AM
Stockholm Waterfront Congress Centre, Level 2, Meeting Room 24/25
Area: DDA
Instruction Level: Intermediate
Chair: Eunhee Paik (Kongju National Univ.)
The Effects of Individualized Positive Behavior Support on Classroom Challenging Behaviors and Functional Communication of Students With Intellectual Disabilities in South Korea
Domain: Applied Research
EUNHEE PAIK (Kongju National Univ.), Gyeshin Park (Korean Nazarene University), Surnhee Lee (BK21 Kongju National Univ.)
Abstract: The purpose of this study was to examine the effects of the individualized positive behavior support on problem behaviors and functional communication of 4 special school students with intellectual disabilities in South Korea. The participants were students with intellectual disabilities who have received special education in an elementary to high school level of Korean special school. The study utilized multiple baseline design across subjects. Functional behavior assessment was conducted using direct observation, interviews with the teacher, and with motivational checklist (MAS) as well as students school records. Student’s personal profiles were analyzed to identify the function of the behavior. The dependent variables were the classroom disruptive behaviors demonstrated by students while they are in the classroom: self-injurious behavior, agressive behavior, screaming, banging the desk, and lying down on the floor. Those behaviors were measured by teachers using DBC-M behavioral monitoring chart. The findings from the study indicated that the individualized positive behavior supports (i.e., antecedent strategies, alternative behavioral strategies, and consequent strategies) were helpful reducing those challenging behaviors and increasing functional communication of 4 students with intellectual disabilities during both intervention and maintenance phase. The implication included the guidelines for future research and limitation.



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