The effects of School-wide Positive Behavior Support in special middle school on teachers’ classroom management skill, teacher-efficacy, and the Problem behaviors of students with disabilities

Abstract

The purpose of the study was to examine the effects of school-wide positive behavior support(SW-PBS) at a special middle school on the teachers' classroom management skills, teacher-efficacy of teachers and problem behaviors of the students. It was also to examine the effects of individual positive behavior support on problem behavior of student who exhibit severe problem behavior. Ten support team members and twelve middle school teachers implemented school-wide positive behavior support. Thirty-six middle school students with disabilities were provided universal positive behavior support, and one student who exhibited severe problem behavior was provided individual positive behavior support. The results of this study showed that the teachers as implementation team who participated in SW-PBS had significantly increased in teachers’ classroom management skills and teacher-efficacy. The number of problem behavior of students who was given universal support was decreased. Also, individual support have resulted in declines in the incedence of problem behavior of targeted student. Based on the results, suggestions for future research were discussed.