A systematic review of experimental research on positive behavior support for students with severe disabilities

Purpose: The purpose of this study was to examine the trends of experimental research on positive behavior support for students with severe disabilities. Method: A total of 21 Korean studies were selected and analyzed in terms of participants, experimental designs, independent variables, and dependent variables; the quality levels of the studies were analyzed based on CEC quality indicators. Results: First, most of the participants had autism spectrum disorders and intellectual disabilities, and they attended elementary, middle and high school. Second, the multiple baseline design across behaviors was most frequently used in the studies, and most of the studies measured maintenance and social validity. Only four studies measured generalization of the target behaviors. Third, preferred activities or photos were used in the setting events and antecedent interventions. Communication instructions were employed in the alternative behavior interventions. Praise as reinforcement was utilized in the consequences interventions. Fourth, dependent variables were often class engagement behaviors, off-task behaviors, and aggressive behaviors as the target behaviors. eleven studies met more than 80 percent of CEC quality indicators(36.8 of total score 46). Conclusion: Based on analysis and synthesis of the findings, directions for future research and implications for practice were suggested.