| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 100 === The purposes of this study was to develop the positive behavioral support plan, which was based on student’s functional behavior assessment results. The intervention effects of classroom disruptive behaviors and positive behaviors, which in student with multiple disabilities. The subject of this study was a 4th-grade student with multiple disabilities studying in a special education class. This study applied the reversal design, A-B-A-B, of the single subject design. The entire research period was 48 days, which was divided in baselineⅠ, interventionⅠ, baselineⅡ, interventionⅡ four periods. The independent variable in this study was positive behavioral support plan, and the dependent variables were the occurrence percentage of disruptive behaviors and positive behaviors. The researcher collected data of this study results, and drew into a graph, analyzed with visual inspection and Tryon’s C statistics. The results of the study indicated that:
1. Functional behavior assessment can help understanding student’s disruptive behaviors, and also developed appropriate positive behavioral support plan.
2. Positive behavioral support plan can decrease the percentage of this student’s disruptive behaviors.
3. After the intervention of positive behavioral support plan, this student’s positive behaviors increases.
In addition to the discussion of the results, practical suggestions were also given. The researcher suggested to control the learning environment in the classroom, teaching proper substitution behaviors, giving positive feedback, and discourage disruptive behaviors.
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