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This study aims to analyse the effects of the positive behavioral support plan on the adaptive skills, behavior and social-emotional development of students in the first cycle of early childhood education. The first variable was evaluated using the Adaptive Behavior Assessment System (ABAS-II) and the last two, the Infant Toddler Social Emotional Assessment (ITSEA). The results showed a statistically significant decrease in externalizing behavior (Z=-2,418, p=,016), lack of regulation (Z=-2,767, p=,006) and other poorly adaptive behaviors (Z=-2,357, p=,018), as well as a statistically significant increase in competence (Z=-2,959, p=,003), communication (Z=-3,576, p=,000), social development (Z=-3,622, p=,000), leisure (Z=-3,542, p=,000), self-care (Z=- 3,361, p=,000), self-direction (Z=-3,575, p=,000) and adaptation to school (Z=-3,662, p=,000). These results show the importance of creating an accessible school environment and the need to intentionally support the development of adaptive skills at this educational stage. [ABSTRACT FROM AUTHOR]