Positive Behavior Support has been emerging with concerns regarding how to addressing behavior
problems in schools. This study investigated studies implemented schoolwide and classwide positive
behavior support in elementary, middle, and high schools. Through Korean academic databases, 9 research
articles published in Korean journals from 1997 to 2017 were identified, and these were analyzed based
on three analysis frameworks: general characteristics, implementation stages and utilized intervention
strategies. The results showed that schoolwide positive behavior support were implemented in 3 studies,
and classwide positive behavior support were conducted in 6 studies. As a result of analyzing the
implementation stages of positive behavior support on the universal level, mostly special teachers, general
teachers, and researchers participated in the positive support implementation team and held teacher
education and regularly held team meetings for high fidelity performance. Thirdly, intervention strategies
using universal positive behavior support include restructuring the environment, setting expected behaviors,
direct teaching expected behaviors, self-monitoring and evaluating, and implementing reinforcement system.
Based on the results of this study, discussion and future directions for research were suggested.