The Effects of Individualized Positive Behavior Interventions and Supports (PBIS) on Class Engagement of a Student with Intellectual Disabilities*

Abstract

This study was conducted to find out the effects of individualized positive behavior interventions and supports (PBIS) on class engagement of a student with intellectual disabilities. The participant was a post-secondary student with intellectual disabilities in a special school. Observed target behaviors were on-task behaviors and disrupting behaviors during the class. The interventions were individualized PBIS, which were consisted of team building, use of functional behavior assessment (FBA), hypothesis developmental, behavior intervention plan (BIP), and behavioral skills training (BST). Multiple baseline design across settings was used to examine the effects of PBIS on class engagement. The class was recorded using video for 30 minutes, excluding 5 minutes of the beginning and end of the class. Target behaviors were recorded using time sampling in 15 intervals and calculated in occurrence rate. Overall, The results of the visual analysis found that PBIS with implementation was effective to improve on-task behaviors and reduce disruptive behaviors during the class. This effect was also maintained after a certain period. Discussions, limitations, and future researches were suggested.