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Frontiers in Educational Research, 2023, 6(17); doi: 10.25236/FER.2023.061701.

An intervention study of positive behavior support on classroom problem behaviors of children with moderate intellectual disabilities


Junyu Bai1,2

Corresponding Author:
Junyu Bai

1Zhengzhou Normal University, Zhengzhou, Henan, 450000, China

2University of Perpeptual Help System Laguna, Manila, 0900, Philippines


Children with intellectual disabilities, whose development of communication and cognitive abilities is generally limited, often develop behavioral problems in classroom learning that not only disrupt normal teaching and learning, but also affect the children's own lives and learning. The main objective of this study was to reduce the incidence of classroom problem behaviors in children with intellectual disabilities through a positive behavior support program. The study was conducted with a child with moderate intellectual disability, and a positive behavior support program, including ecological environment improvement strategy, antecedent control strategy, behavior teaching strategy and consequence management strategy, was used to intervene in the classroom leaving behavior highlighted by the case. After the intervention, the classroom leaving rate of the case decreased, the number of leaving was significantly reduced, and the intervention was effective, and the positive behavioral support was effective in improving the leaving behavior of the child with intellectual disability.


positive behavior support; moderate intellectual disability; classroom problem behavior; intervention study

Cite This Paper

Junyu Bai. An intervention study of positive behavior support on classroom problem behaviors of children with moderate intellectual disabilities. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 1-6. https://doi.org/10.25236/FER.2023.061701.


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