This study aims to verify the effectiveness of individualized Positive Behavior Support (PBS) interventions on aggressive behavior through a meta-analysis of single-subject research. Articles published between 2012 and 2024 were searched from major Korean academic databases using keywords such as 'positive behavior support,' 'individual dimension,' 'PBS behavior,' 'PBS intervention,' and 'aggression.' Following predefined selection criteria, 27 studies were included in the final analysis. The GetData Graph Digitizer 2.26 program was utilized for visual data extraction, and effect sizes were calculated using the Tau-U index. Results indicated that PBS interventions demonstrated a very large effect size in reducing aggressive behavior in both intervention and maintenance phases. Specifically, it was most effective for students with Autism Spectrum Disorder (ASD) (Tau-U = 0.993) and showed the largest effect among high school students (Tau-U = -0.989). PBS interventions were confirmed to be most effective in integrated settings such as inclusive classrooms and home environments (Tau-U = -0.993). Furthermore, collaborative interventions by special education teachers and general education teachers showed a greater effect than single interventions, and multi-situational research designs proved most effective. This study provides practical implications for PBS intervention implementation and the development of effective behavior management strategies, while also suggesting future research directions.

Positive Behavior Support (PBS), Aggressive Behavior, Meta-Analysis, Single-subject Research, Developmental Disabilities