The effectiveness of the class-wide positive behavior support program in teacher and child behaviors

Class-wide positive behavior support provides positive interaction between teachers and students and improves in-class processes. The purpose of this research is to examine the effectiveness of the Classroom Positive Behavior Support Program on teacher and child behaviors. This program has been developed based on teaching students in-class skills and reinforcing these skills. In the study, a non-concurrent multiple baseline across-individuals design, which is one of the single-subject research methods, was used. In the study, three preschool teachers working in pre-school education institutions in Bolu province and three children with mild intellectual disability who received inclusive education at pre-school level took place. The data of the study were collected with teacher and child behavior checklists and social validity data collection forms. The effectiveness data of the research were analyzed through graphical analysis. Social validity data collected from teachers, students and family members were analyzed descriptively. As a result of the research, it was revealed that the Classroom Positive Behavior Support Program increased the positive reactions of preschool teachers and decreased their negative reactions. In addition, the findings of the research show that the behaviors of children with special needs who receive inclusive education increase and their behaviors of not being interested in the lesson decrease. In addition, it was determined that the social validity of the research was high in line with the opinions of teachers, children and family members. KEYWORDS: Class-wide positive behavior support, Intellectual disability, Inclusion, Single-subject design, Non-concurrent multiple baseline acrossindividuals design