Research on the Implementation of Positive Behavior Support in Special School

Research Objective: This study aims to explore practical knowledge essential for the effective implementation of positive behavior support in special schools, using a case study of a school with a focus on positive behavior support operated by the C Education Office. The intention is to understand the practical knowledge required and to identify support strategies for the successful execution of positive behavior support in special education settings. Research Method: The study involved five head teachers responsible for the operation of five schools emphasizing positive behavior support in special education. The qualitative level of the operation of positive behavior support in these schools was assessed using an evaluation checklist. Based on the evaluation results, interviews were conducted to understand the specific implementation situations of the schools. The interview data were analyzed through keyword extraction, categorization, and classification. Research Findings: The qualitative level of positive behavior support in the operation of schools emphasizing positive behavior support in special education was evaluated as very high, with an average score of 82.73 across the five schools. The analysis of interview data revealed key themes related to people, systems, and culture in the actual operational situations of schools emphasizing positive behavior support. Discussion and Recommendations: The case of operating schools with a focus on positive behavior support in the C Education Office's special education provides a practical example for problem-solving in other special schools operated by the C Education Office and in different regions implementing positive behavior support.