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Positive Behavior Support Planning is an evidence based practice which, after showing its efficiency to deal with challenging behaviors in the disability world, is beginning to be applied with success in regular schools to respond to the needs associated with behaviour. The aim of this study is to describe the process through which this kind of proactive intervention is applied in an Infant and Primary Education School (IPES) with a theoretical and practical training directed to eleven teachers of that IPES, and to analyze the effects that the program has on behaviour and classroom social climate. Significant statistical differences were found between the scores obtained before and after applying the program in the Test of Challenging Behaviors in the School (Arias, Ayuso, Gil y Gonzalez, 2006), the adaptation of the Inventory of behaviors in the Classroom (Curwin y Mendler, 1983) made by Fernandez (1998), and an adaptation of a Scate to Evaluate Social Climate in the Classroom (Perez, Ramos y Lopez, 2009). Results are contrasted with those obtained with qualitative methods, and the process by which teachers keep on changing their beliefs and begin to apply in their classrooms the strategies leading to create a positive school is described.

La aplicación de un plan de apoyo conductual positivo en el contexto escolar = Applying a positive behaviour support plan in school context