Effects of a Teacher Encouraging Children’s Active Participation in Positive Behavior Support: Increasing Target Behavior Chosen by the Children

Abstract

Study objectives: The purpose of the present study was to examine the effects of a teacher encouraging children to participate actively in positive behavior support (PBS) by focusing on the children’s support behavior which was aimed at increasing the target behavior that the children had selected. Design: Multiple baseline design across three subjects studied by the class. Setting: A public elementary school. Participants: 14 children in one sixth-grade class. Intervention: Using a diagram of the three-term contingency, the teacher (the first author of this report) taught the children how to increase the target behavior, which was studying together (teaching and learning). The children then planned support behavior designed to increase the target behavior. After that, the teacher posted a plan and provided opportunities for self-evaluation. Measures: The occurrence rate of the children’s behavior of studying together, and their support behavior in the three subjects. Results: The children’s rate of studying together and their support behavior increased in all three subjects. In a post-intervention questionnaire, the affirmation rate for the purpose, methods, and results of this practice exceeded 80%. Conclusion: The results of the present study suggest that, in order for children to consider how to increase their target behavior, it may be important for teachers to teach the three-term contingency and to set up opportunities for children to evaluate their performance.