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Abstract
Behavioral problems among students have been observed to be a significant challenge that is prevalent in inclusive schools. A very effective approach for addressing this issue includes the implementation of Positive Behavior Support (PBS). Therefore, this study aims to thoroughly explore important aspects of PBS and provide recommendations for the optimal implementation of the support program in inclusive schools using a systematic literature review (SLR) approach. In order to achieve the stated objective, the investigation adhered to the Preferred Reporting Items for Systematic Review and MetaAnalysis (PRISMA) guidelines to review relevant articles. The article search focused on publications from the last 5-10 years (2014-2024). Accordingly, inclusion and exclusion criteria were established with a sole focus on studies related to the implementation or implications of PBS, Positive Behavioral Interventions and Supports (PBIS), or School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Articles were sourced from the Scopus electronic database, and out of the 415 publications obtained related to the subject matter, 16 were observed to completely meet the inclusion criteria. The reviewed studies were observed to have predominantly adopted quantitative, qualitative, and mixed approaches. The obtained results showed that the important aspects of implementing effective PBS in inclusive schools consisted of school readiness (particularly the preparedness of teachers and staff), the inclusiveness of parents, the contributions of professionals, the engagement of the surrounding community, effective communication and cooperation among stakeholders, comprehensive planning to program evaluation, and the availability of adequate school facilities. Moreover, staff and teacher training is also an important prerequisite for schools intending to successfully implement PBS intervention programs.
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Copyright (c) 2025 Wardah Wuri Aisyati, Anastasia Syahidah Firdaus, Zuhra Fadlulla Zain, Wiwin Hendriani
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