Article
The Effects of Positive Behavior Support Implemented through Collaboration between Elementary School Teachers and Parents on Class Participation Behavior of Students at Risk for Emotional and Behavioral Disorders
| e-ISSN | 2733-8495 |
| p-ISSN | 2383-5435 |
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Abstract
The purpose of this study was to examine the effects of Positive Behavior Support (PBS), implemented through collaboration between elementary school teachers and parents, on the class participation behavior of a student at risk for emotional and behavioral disorders. A fourth-grade student recruited from a public elementary school in Gyeonggi-do Province participated in this study. A multitreatment design (A1-B1-BC1-A2-BC2) was applied to conduct the experiment. Class participation behavior was the target behavior and was measured using a momentary time sampling method. The intervention involved collaborative PBS implemented by the homeroom teacher and the parent. Specifically, the homeroom teacher applied function-based intervention strategies in the classroom, while the parent contributed by reviewing daily behavior cards, providing home-based instruction, delivering reinforcement, and sharing relevant information. The results showed that the class participation behavior of the student at risk for emotional and behavioral disorders averaged only 18.7% (6.3-40.0%) during the baseline phase (A1), but gradually increased after intervention implementation, reaching 92.9% (87.5-100%) in the final phase (BC2). These findings confirm that PBS based on collaboration between teachers and parents can effectively enhance class participation behaviors of students at risk for emotional and behavioral disorders. The findings of this study may serve as foundational data to reinforce home-school collaboration and facilitate cooperation for students when implementing PBS in general education settings.