Objective: The goal of this study was to explore the implementation status of positive behavior support(PBS) for child care and education teachers and special education teachers at inclusive settings, and to investigate support needs of both teachers for improving the implementation of PBS.
Methods: This study made up 405 surveys for child care and education teachers and special education teachers in 45 inclusive settings from July to August in 2019. A total of 244 surveys(60.2%) were completed and returned.
Results: Special education teachers were statistically higher than child care and education teachers in the implementation of the center based level 1, the small group based level 2, and the individual based level 3 of PBS. In open-ended responses, when implementing PBS, the two groups of teachers had difficulties in getting knowledge about how to instruct preschoolers and implementing PBS. Both groups of teachers wanted the education and the training opportunities for PBS at first, and to ‘reduce the teacher-to-child ratio’in the public support system.
Conclusion/Implications: Based on the results, suggestions were discussed on how to improve the implementations of PBS of child care and education teachers and special education teachers at inclusive settings.