Impact of Positive Behaviour Support (PBS) Strategies on Classroom Behaviour of Students with Intellectual Disabilities
Vandana Singh Thakur
Dean, University of Technology, Department of Special Education and Rehabilitation Sciences, Vatika, Jaipur
Manish Kumar Meena
Assistant Professor, University of Technology, Department of Special Education and Rehabilitation Sciences, Vatika, Jaipur
Positive Behaviour Support (PBS) offers a practical, research-backed way to encourage good behaviour while cutting down on disruptions mostly by teaching skills ahead of time and adjusting the environment rather than just reacting. In this study we looked at how PBS strategies actually played out in inclusive classrooms for students with intellectual disabilities. We used a quasi-experimental setup with pre- and post-tests to track changes in three main areas: how often students stayed on task, how frequently disruptive behaviours (like refusing instructions or getting aggressive) happened, and how well they engaged socially with classmates. The results were pretty clear. After putting structured PBS interventions in placeâthings like consistent reinforcement, smart classroom tweaks, and proper functional behaviour assessments students participated much more actively. Problem behaviours dropped noticeably, and interactions with peers improved in meaningful ways. Overall, the findings show that PBS isn't just theoretical; it's a realistic, long-term option for building better classroom climates and making inclusion work better for students with intellectual disabilities.
American Association on Intellectual and Developmental Disabilities. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports (12th ed.). AAIDD.Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioural interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behaviour Interventions, 12(3), 133â148. https://doi.org/10.1177/1098300709334798Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behaviour support: Evolution of an applied science. Journal of Positive Behaviour Interventions, 4(1), 4â16. https://doi.org/10.1177/109830070200400102Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B. J., Kern, L., Hemmeter, M. L., Timm, M. A., & Sowell, C. (2006). Prevention and intervention with young childrenâs challenging behaviour: Perspectives regarding current knowledge. Behavioural Disorders, 32(1), 29â45.Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behaviour support in elementary schools. Journal of Positive Behaviour Interventions, 11(3), 133â144. https://doi.org/10.1177/1098300709332067Kern, L., & Manz, P. H. (2004). A look at current validity issues of school-wide positive behaviour support. Behavioural Disorders, 30(1), 47â59.Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behaviour support: Effects on student discipline problems and academic performance. Educational Psychology, 25(2â3), 183â198. https://doi.org/10.1080/0144341042000301265Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351â380.Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide positive behaviour supports: Primary systems and practices. Teaching Exceptional Children, 40(6), 32â40.Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behaviour supports. Child & Family Behaviour Therapy, 24(1â2), 23â50. https://doi.org/10.1300/J019v24n01_03Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behaviour in school: Evidence-based practices (2nd ed.). Wadsworth Publishing.Wehmeyer, M. L., & Shogren, K. A. (2017). Handbook of research-based practices for educating students with intellectual disability. Routledge.
