| Summary: | Children with conduct disorder have several problems in social interaction
and academic that is caused by their misbehavior and poor social skills. Schoolbased
intervention program is needed to enhance their social skills.
This research applied School-based Positive Behavior Support (PBS) in
Prayuwana Special School with three students as subjects. Exploration of
program implementation and improvement process of their social skills became
objective of this research.
This research approach was qualitative action research method by Kemmis
and McTaggart. This model consists of four stages: planning, acting, observing,
and reflecting. PBS intervention was conducted in two cycles of action. Research
collaborator was the classroom teacher, some other teachers, and principal. Data
was collected through observation, interviews, focus groups discussion, scales
and checklists, and documentation. The data analysis was descriptive-analytic
that was supported by the quantitative data from social skills scale adapting from
SSCSA Walker-McConnell, by comparison the individual or group of subject
(empirical mean) with the hypothetical mean scale. The calculation of the
percentage of social skills achievement was estimated to support the discussion
on improving social skills.
The result revealed that the PBS program implementation that began with
the behavior assessment could identify problem behaviors pattern of subjects.
Social skills enhancement in basic social behavior, interaction with friends, and
school adjustments was showed after PBS implementation. General social skills
increased from below to above. AM reaches 14.41% of social skills achievement,
11.16% by FJ and 20% by LD. The success of the program was supported by
the systematic nature of PBS, multimethods of intervention, school/teacher
collaboration, and subjects� involvement in the intervention.
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