{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1191"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1191","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effect of a classroom wide positive behavior support used simultaneously with individualized intervention to students with ASD","abstract":"This study examined the effect that a classroom-wide positive behavior support (CW-PBS) has on decreasing the inappropriate behaviors of students with autism. In addition, individualized positive behavior strategies (e.g. teaching replacement behavior, self-monitoring) were provided simultaneously together with the CW-PBS to further examine the decrease of inappropriate behavior occurrences. A total of two adolescents with autism in a self-contained setting participated in the study. A single subject research design with AB phases was used. During the baseline, participating students' behavior was observed and frequency was recorded for 10 days, and the same observations were continued during the intervention when both CW-PBS and individualized intervention were provided. The results showed that a CW-PBS decreases the occurrences of problem behavior. In addition, individualized positive behavior support used simultaneously will continue to decrease the instances of inappropriate behavior.","abstract_html":"This study examined the effect that a classroom-wide positive behavior support (CW-PBS) has on decreasing the inappropriate behaviors of students with autism. In addition, individualized positive behavior strategies (e.g. teaching replacement behavior, self-monitoring) were provided simultaneously together with the CW-PBS to further examine the decrease of inappropriate behavior occurrences. A total of two adolescents with autism in a self-contained setting participated in the study. A single subject research design with AB phases was used. During the baseline, participating students' behavior was observed and frequency was recorded for 10 days, and the same observations were continued during the intervention when both CW-PBS and individualized intervention were provided. The results showed that a CW-PBS decreases the occurrences of problem behavior. In addition, individualized positive behavior support used simultaneously will continue to decrease the instances of inappropriate behavior.","abstract_has_math":false,"creators":["Hughes, Emily"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-15T07:00:00Z","date_published":"2012-08-15T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Autistic youth--Behavior modification","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/192","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Hughes, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:47Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic youth--Behavior modification","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/192"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effect that a classroom-wide positive behavior support (CW-PBS) has on decreasing the inappropriate behaviors of students with autism. In addition, individualized positive behavior strategies (e.g. teaching replacement behavior, self-monitoring) were provided simultaneously together with the CW-PBS to further examine the decrease of inappropriate behavior occurrences. A total of two adolescents with autism in a self-contained setting participated in the study. A single subject research design with AB phases was used. During the baseline, participating students' behavior was observed and frequency was recorded for 10 days, and the same observations were continued during the intervention when both CW-PBS and individualized intervention were provided. The results showed that a CW-PBS decreases the occurrences of problem behavior. In addition, individualized positive behavior support used simultaneously will continue to decrease the instances of inappropriate behavior."]},{"key":"dc:title","label":"Title","values":["The effect of a classroom wide positive behavior support used simultaneously with individualized intervention to students with ASD"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Hughes, Emily"],"dc:date.available":["2020-03-03T19:58:47Z"],"dc:description.abstract":["This study examined the effect that a classroom-wide positive behavior support (CW-PBS) has on decreasing the inappropriate behaviors of students with autism. In addition, individualized positive behavior strategies (e.g. teaching replacement behavior, self-monitoring) were provided simultaneously together with the CW-PBS to further examine the decrease of inappropriate behavior occurrences. A total of two adolescents with autism in a self-contained setting participated in the study. A single subject research design with AB phases was used. During the baseline, participating students' behavior was observed and frequency was recorded for 10 days, and the same observations were continued during the intervention when both CW-PBS and individualized intervention were provided. The results showed that a CW-PBS decreases the occurrences of problem behavior. In addition, individualized positive behavior support used simultaneously will continue to decrease the instances of inappropriate behavior."],"dc:identifier":["https://rdw.rowan.edu/etd/192"],"dc:subject":["Autistic youth--Behavior modification","Special Education and Teaching"],"dc:title":["The effect of a classroom wide positive behavior support used simultaneously with individualized intervention to students with ASD"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:12:56Z"}