Research Article
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Year 2017, Volume: 9 Issue: 2, 98 - 110, 31.12.2017
https://doi.org/10.20489/intjecse.368483

Abstract

References

  • Algozzine, B., Daunic, A. P., & Smith, S. W. (2010). Preventing problem be-haviors: Schoolwide programs and classroom practices (Second Edi-tion). California, CA: Corwin.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR. Wash-ington, DC: American Psychiatric As-sociation.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V-TR. Wash-ington, DC: American Psychiatric As-sociation.
  • Anderson, E. M. (2007). Managing chal-lenging behaviors in early childhood: Effect of theoretical orientation on strategy recommendation. Un-published doctoral dissertation. Gainesville, FL: University of Florida.
  • Atbaşı, Z. (2016). Sınıf içi davranışların düzenlenmesinde sınıf genelinde olumlu davranış desteği programı: Check-In/Check-Out Uygulaması. Unpublished doctoral dissertation, Ankara, Turkey: Gazi Üniversitesi.
  • Baer, Wolf, & Risley (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.
  • Bal, A. (2011). Culturally responsive school-wide positive behavioral inter-ventions and supports framework. Madison, WI: Wisconsin Department of Public Instruction.
  • Bal, A. (2016). From intervention to inno-vation: A cultural-historical approach to the racialization of school disci-pline. Advance online publication. In-terchange: A Quarterly Review of Education. doi: 10.1007/s10780-016-9280-z
  • Bal, A., Sullivan, A., & Harper, J. (2014). A situated analysis of special educa-tion disproportionality for systemic transformation in an urban school district. Remedial and Special Edu-cation, 35(1), 3-14.
  • Bal, A., & Trainor, A. A. (2016). Culturally responsive experimental intervention studies: The development of a rubric for paradigm expansion. Review of Educational Research, 86(2), 319-359.
  • Barrett, S. ., Bradshaw C. P. & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10 (105), 105-114.
  • Blackbourn, J. M., Patton, J. R., & Trai-nor, A. (2004). Exceptional individu-als in focus. (7th Ed.). New Jersey, NJ: Pearson Education.
  • Bullis, M., Walker, H. M. & Sprague, J. R. (2001). A promise unfulfilled: social skills training with at-risk and antiso-cial children and youth. Exceptionali-ty: A Special Education Journal, 9(1-2), 67-90.
  • Bulotsky-Shearer, R. J., Domínguez, X., Bell, E. R., Rouse, H. L., & Fantuz-zo, J. W. (2010). Relations between behavior problems in classroom so-cial and learning situations and peer social competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195-210.
  • Carr, E.G. (1997). The evolution of ap-plied behavior analysis into positive behavior support. The Association for Persons with Severe Handicaps (JASH), 22 (4), 208-209. Retrieved from (file:///C:/Users/Egt/Downloads/The%20Evolution%20of%20Applied%20Behav-ior%20Analysis%20into%20Positive-1997-Carr-208-9%20(1).pdf.
  • Carr, E. G., Dunlap, G.,Horner, R.H., Koegel, R. L., Turnbull, A. P., Sail-or,W., & at al., (2002). Positive be-havior support: Evolution of an ap-plied science. Journal of Positive Behavior Interventions, 4, 4–16.
  • Cihan, N., (2014). Okullarda değerler eğitimi ve Türkiye’deki uygulamaya bir bakiş. International Periodical For The Languages, Literature and His-tory of Turkish, 9(2), 429-436.
  • Clarke, S., Worcester, J., Dunlap, G., Murray, M. & Bradley-Klug, K. (2002). Using Multiple Measures to Evaluate Positive Behavior Support: A Case Example. Journal of Positive Behavior Interventions, 4(131), 130-145.
  • Dereli-İman, E. (2013). Çocuklar İçin Sosyal Problem Çözme Ölçeği’nin 6 yaş grubu için Türkiye uyarlaması ve okul öncesi davranış problemleri ile sosyal problem çözme becerileri arasındaki ilişkiler. Kuram ve Uygu-lamada Eğitim Bilimleri, 13(1), 479-498.
  • Diken, I. H., Cavkaytar, A., Batu, S., Bozkurt F., & Kurtyılmaz, Y. (2010). First Step to Success school/home intervention program for preventing problem behaviors in young children: examining the effectiveness and so-cial validity in Turkey. Emotional and Behavioral Difficulties, 15(3), 207-221.
  • Diken H. İ. & Rutherford, B. R. (2005). First Step to Success early interven-tion program: A study of effective-ness with Native-American children. Education and Treatment of Children 28(4), 444-465.
  • Erbaş, D. (2002). Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama. Özel Eğitim Dergisi, 3(2) 41-50.
  • Erbaş, D. (2002). Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama. Özel Eğitim Dergisi, 3(2) 41-50.
  • Erbaş, D. (2005). Baş Makale: Olumlu Davranışsal Destek. Özel Eğitim Dergisi, 6 (1)1-18.
  • Erbaş, D., Kırcaali-İftar, G. & Tekin-İftar, E., (2010). İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma sü-reci (4. Baskı). Ankara: Kök Yayıncılık.
  • Er-Sabuncuoğlu, M. & Diken İ. H. (2010). Early Childhood Intervention in Tur-key: Current situation, challenges and suggestions. International Jour-nal of Early Childhood Special Edu-cation, 2 (2), 149-160.
  • Flannery, K. B., Sugai, G. & Anderson C. M. (2009). School-wide positive be-havior support in high school. Jour-nal of Positive Behavior Interven-tions, 11(3), 177-185.
  • Fox, L., Dunlap, G. & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10(3), 149-157.
  • Fox, L. & Little, N. (2001). Starting early: Developing school-wide behavior support in a community preschool. Journal of Positive Behavior Inter-ventions, 3(4), 251-254.
  • Horner, R. (2015, April). Linking academic and behavior supports through PBIS. Paper presented at Positive Behavioral Interventions and Sup-ports: OSEP Technical Assistance Center. Retrieved from https://www.pbis.org/school/secondary-level/user-resources
  • Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O’Neill, R. E. (1990). Toward a technology of “non-aversive” behavioral support. Journal of the Association for Persons with Severe Handicaps, 15(3), 125–132. Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O’Neill, R. E. (2005). Toward a technology of “non-aversive” behavioral support. Re-search and Practice for Persons with Severe Disabilities, 30(1) 3–10.
  • Horner, H. R. & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behav-ior Interventions, 2(4), 231-232.
  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A random-ized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144.
  • Individuals with Disabilities Education Improvement Act of 2004, 20 U, S, C, § 1400 et seq. (2004), Reauthori-zation of the Individuals with Disabili-ties Education Act of 1990.
  • Kincaid, D., Dundalp, G., Kern, L., Lane, K. L., Bambara L. M., Brown, F., Fox, L., & Knoster T. P. (2016). Posi-tive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Inter-ventions, 18(2), 69-73.
  • Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems ap-proach to proactive schoolwide management. Focus on Exceptional Children; 31 (6), 1-24.
  • Lohrmann, S. & Talerico, J. (2004). An-chor the boat: A classwide interven-tion to reduce problem behavior. Journal of Positive Behavior Inter-ventions, 6(113), 113-120.
  • Melekoğlu, M., (2017). Exploring the ef-fectiveness of school-wide positive behavior support model on problem behaviors and social skills in early childhood. Unpublished doctoral dis-sertation, Eskişehir, Turkey: Anadolu University.
  • Melekoğlu, M. Diken, H. İ., Çelik, S., & Tomris, G. (2014). Antisosyal dav-ranışları önlemeye yönelik Başarıya Ilk Adım Erken Eğitim Programının etkililiği ile ilgili yapılan bilimsel çalışmaların incelenmesi. Interna-tional Journal of Early Childhood Special Education (INT-JECSE), 6(1), 55-79.
  • Milli Eğitim Bakanlığı (MEB), (2012a). Özel Eğitim Hizmetleri Yönetmeliği. Haziran 12, 2014 tarihinde T.C. Milli Eğitim Bakanlığı Özel Eğitim ve Re-hberlik Hizmetleri Genel Müdürlüğü: Retrieved from http://mevzuat.meb.gov.tr/html/26184_0.html.
  • Milli Eğitim Bakanlığı (MEB), (2012b). Okul Öncesi Eğitim Kurumları Yönetmeliği. Retrieved from http://mevzuat.meb.gov.tr/html/25486_.html.
  • Milli Eğitim Bakanlığı (MEB), (2014a). 36-48 aylık çocuklar için sosyal beceri destek eğitimi etkinlik kitabı (OS-BEP). Retrieved from http://tegm.meb.gov.tr/meb_iys_dosyalar/2014_11/14084455_3648aylkocuklarinokulncesisosyal-beceridestekeitimietkinlikkitab.pdf.
  • Milli Eğitim Bakanlığı (MEB), (2014a). Early Childhood and Primary Educa-tion Institutions Regulation. Re-trieved from http://www.resmigazete.gov.tr/eskiler/2014/07/20140726-4.htm.
  • Moll, L. C., Amanti, C., Neff, D., & Gon-zàles, N. (1992). Funds of knowledge for teaching. Theory into Practice, 31, 132–141.
  • Safran, S. P. & Oswald, K. (2003). Posi-tive behavior supports: Can schools reshape disciplinary practices? Council for Exceptional Children. 69(3), 361-373.
  • Sprague, J. & Perkins, K. (2009). Direct and collateral effects of the First Step to Success program. Journal of Positive Behavior Interventions, 11(4), 208-221.
  • Steed, E. A. &Webb, M. L. (2012). The Psychometric Properties of the Pre-school-Wide Evaluation Tool (Pre-SET). Journal of Positive Behavior Interventions, 15(4), 231-241.
  • Stormont, M., Lewis, J. T. & Beckner, R. (2005). Positive Behavior Support Systems: Applying Key Features in Preschool Settings. Teaching Excep-tional Children, 37(6), 42-49.
  • Stormont, M., Lewis, J. T., Beckner, R. & Johnson, W. N. (2008). İmplement-ing positive behavior support sys-tems in early childhood and elemen-tary settings. California, CA: Corwin Press. Sucuoğlu B., & Bakkaloğlu, H. (2013). Okul öncesi eğitimde kaynaştırma: Ne, ne zaman, nerede, neden, nasıl, kim. Ankara, Turkey: Kök Yayıncılık.
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  • Sugai, G., & Horner, R. (2006). A promis-ing approach for expanding and sus-taining the implementation of school-wide positive behavior support. School Psychology Review, 35, 245–259.
  • Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H., Wikham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior supports and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
  • Sugai, G., & Simonsen, B. (2012). Posi-tive behavioral interventions and supports: history, defining features, and misconceptions. University of Connecticut. Retrieved from http://challengingbehavior.fmhi.usf.edu/explore/webinars/8.24.2012_tacsei_webinar/PBIS_revisited_June19r_2012.pdf
  • Sugai, G., O’Keeffe, B., & Fallon, L. (2012). A contextual consideration of culture and school-wide positive be-havior support. Journal of Positive Behavior Interventions, 14, 197–208.
  • Tohum Türkiye Otizm Erken Tanı ve Eğitim Vakfı (2011). Kaynaştır-ma/bütünleştirmenin etkililiğini artırmak için politika ve uygulama önerileri projesi: Kaynaştırma/Bütünleştirme Yoluyla Eğitim Destek Modeli kılavuzu.
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  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., R. Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Inte-grated approaches to preventing an-tisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209.
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Implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) for Early Identification and Prevention of Problem Behaviors in Turkey

Year 2017, Volume: 9 Issue: 2, 98 - 110, 31.12.2017
https://doi.org/10.20489/intjecse.368483

Abstract

Teachers are trying to cope with
many problem behaviors of children in school. Children show different problem
in different level of school. For instance, some high school students tend to
abandon the school but some middle school students do absenteeism the school
and some early childhood students reluctant about going to school. In addition
to these, especially children who are between three and eight usually don’t
want to share toys, follow the rules and don’t want to do their own
responsibilities.
This situation pushes the
researchers, educators, specialists and politicians seek for evidence-based,
socially and developmentally appropriate, and sustainable interventions to
prevent the problem behaviors through the changes in school contexts. Positive behavior
interventions and supports is one of the effective evidence-based and reliable intervention
in terms of dealing with problem behaviors.






















The purpose of this study is to discuss the
implementation of SWPBIS in early childhood education in Turkey. We sought to answer
the following questions: “What is SWPBIS? and what are the key features of
early childhood education system and settings in Turkey”?

References

  • Algozzine, B., Daunic, A. P., & Smith, S. W. (2010). Preventing problem be-haviors: Schoolwide programs and classroom practices (Second Edi-tion). California, CA: Corwin.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR. Wash-ington, DC: American Psychiatric As-sociation.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V-TR. Wash-ington, DC: American Psychiatric As-sociation.
  • Anderson, E. M. (2007). Managing chal-lenging behaviors in early childhood: Effect of theoretical orientation on strategy recommendation. Un-published doctoral dissertation. Gainesville, FL: University of Florida.
  • Atbaşı, Z. (2016). Sınıf içi davranışların düzenlenmesinde sınıf genelinde olumlu davranış desteği programı: Check-In/Check-Out Uygulaması. Unpublished doctoral dissertation, Ankara, Turkey: Gazi Üniversitesi.
  • Baer, Wolf, & Risley (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.
  • Bal, A. (2011). Culturally responsive school-wide positive behavioral inter-ventions and supports framework. Madison, WI: Wisconsin Department of Public Instruction.
  • Bal, A. (2016). From intervention to inno-vation: A cultural-historical approach to the racialization of school disci-pline. Advance online publication. In-terchange: A Quarterly Review of Education. doi: 10.1007/s10780-016-9280-z
  • Bal, A., Sullivan, A., & Harper, J. (2014). A situated analysis of special educa-tion disproportionality for systemic transformation in an urban school district. Remedial and Special Edu-cation, 35(1), 3-14.
  • Bal, A., & Trainor, A. A. (2016). Culturally responsive experimental intervention studies: The development of a rubric for paradigm expansion. Review of Educational Research, 86(2), 319-359.
  • Barrett, S. ., Bradshaw C. P. & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10 (105), 105-114.
  • Blackbourn, J. M., Patton, J. R., & Trai-nor, A. (2004). Exceptional individu-als in focus. (7th Ed.). New Jersey, NJ: Pearson Education.
  • Bullis, M., Walker, H. M. & Sprague, J. R. (2001). A promise unfulfilled: social skills training with at-risk and antiso-cial children and youth. Exceptionali-ty: A Special Education Journal, 9(1-2), 67-90.
  • Bulotsky-Shearer, R. J., Domínguez, X., Bell, E. R., Rouse, H. L., & Fantuz-zo, J. W. (2010). Relations between behavior problems in classroom so-cial and learning situations and peer social competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195-210.
  • Carr, E.G. (1997). The evolution of ap-plied behavior analysis into positive behavior support. The Association for Persons with Severe Handicaps (JASH), 22 (4), 208-209. Retrieved from (file:///C:/Users/Egt/Downloads/The%20Evolution%20of%20Applied%20Behav-ior%20Analysis%20into%20Positive-1997-Carr-208-9%20(1).pdf.
  • Carr, E. G., Dunlap, G.,Horner, R.H., Koegel, R. L., Turnbull, A. P., Sail-or,W., & at al., (2002). Positive be-havior support: Evolution of an ap-plied science. Journal of Positive Behavior Interventions, 4, 4–16.
  • Cihan, N., (2014). Okullarda değerler eğitimi ve Türkiye’deki uygulamaya bir bakiş. International Periodical For The Languages, Literature and His-tory of Turkish, 9(2), 429-436.
  • Clarke, S., Worcester, J., Dunlap, G., Murray, M. & Bradley-Klug, K. (2002). Using Multiple Measures to Evaluate Positive Behavior Support: A Case Example. Journal of Positive Behavior Interventions, 4(131), 130-145.
  • Dereli-İman, E. (2013). Çocuklar İçin Sosyal Problem Çözme Ölçeği’nin 6 yaş grubu için Türkiye uyarlaması ve okul öncesi davranış problemleri ile sosyal problem çözme becerileri arasındaki ilişkiler. Kuram ve Uygu-lamada Eğitim Bilimleri, 13(1), 479-498.
  • Diken, I. H., Cavkaytar, A., Batu, S., Bozkurt F., & Kurtyılmaz, Y. (2010). First Step to Success school/home intervention program for preventing problem behaviors in young children: examining the effectiveness and so-cial validity in Turkey. Emotional and Behavioral Difficulties, 15(3), 207-221.
  • Diken H. İ. & Rutherford, B. R. (2005). First Step to Success early interven-tion program: A study of effective-ness with Native-American children. Education and Treatment of Children 28(4), 444-465.
  • Erbaş, D. (2002). Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama. Özel Eğitim Dergisi, 3(2) 41-50.
  • Erbaş, D. (2002). Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama. Özel Eğitim Dergisi, 3(2) 41-50.
  • Erbaş, D. (2005). Baş Makale: Olumlu Davranışsal Destek. Özel Eğitim Dergisi, 6 (1)1-18.
  • Erbaş, D., Kırcaali-İftar, G. & Tekin-İftar, E., (2010). İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma sü-reci (4. Baskı). Ankara: Kök Yayıncılık.
  • Er-Sabuncuoğlu, M. & Diken İ. H. (2010). Early Childhood Intervention in Tur-key: Current situation, challenges and suggestions. International Jour-nal of Early Childhood Special Edu-cation, 2 (2), 149-160.
  • Flannery, K. B., Sugai, G. & Anderson C. M. (2009). School-wide positive be-havior support in high school. Jour-nal of Positive Behavior Interven-tions, 11(3), 177-185.
  • Fox, L., Dunlap, G. & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10(3), 149-157.
  • Fox, L. & Little, N. (2001). Starting early: Developing school-wide behavior support in a community preschool. Journal of Positive Behavior Inter-ventions, 3(4), 251-254.
  • Horner, R. (2015, April). Linking academic and behavior supports through PBIS. Paper presented at Positive Behavioral Interventions and Sup-ports: OSEP Technical Assistance Center. Retrieved from https://www.pbis.org/school/secondary-level/user-resources
  • Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O’Neill, R. E. (1990). Toward a technology of “non-aversive” behavioral support. Journal of the Association for Persons with Severe Handicaps, 15(3), 125–132. Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O’Neill, R. E. (2005). Toward a technology of “non-aversive” behavioral support. Re-search and Practice for Persons with Severe Disabilities, 30(1) 3–10.
  • Horner, H. R. & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behav-ior Interventions, 2(4), 231-232.
  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A random-ized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144.
  • Individuals with Disabilities Education Improvement Act of 2004, 20 U, S, C, § 1400 et seq. (2004), Reauthori-zation of the Individuals with Disabili-ties Education Act of 1990.
  • Kincaid, D., Dundalp, G., Kern, L., Lane, K. L., Bambara L. M., Brown, F., Fox, L., & Knoster T. P. (2016). Posi-tive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Inter-ventions, 18(2), 69-73.
  • Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems ap-proach to proactive schoolwide management. Focus on Exceptional Children; 31 (6), 1-24.
  • Lohrmann, S. & Talerico, J. (2004). An-chor the boat: A classwide interven-tion to reduce problem behavior. Journal of Positive Behavior Inter-ventions, 6(113), 113-120.
  • Melekoğlu, M., (2017). Exploring the ef-fectiveness of school-wide positive behavior support model on problem behaviors and social skills in early childhood. Unpublished doctoral dis-sertation, Eskişehir, Turkey: Anadolu University.
  • Melekoğlu, M. Diken, H. İ., Çelik, S., & Tomris, G. (2014). Antisosyal dav-ranışları önlemeye yönelik Başarıya Ilk Adım Erken Eğitim Programının etkililiği ile ilgili yapılan bilimsel çalışmaların incelenmesi. Interna-tional Journal of Early Childhood Special Education (INT-JECSE), 6(1), 55-79.
  • Milli Eğitim Bakanlığı (MEB), (2012a). Özel Eğitim Hizmetleri Yönetmeliği. Haziran 12, 2014 tarihinde T.C. Milli Eğitim Bakanlığı Özel Eğitim ve Re-hberlik Hizmetleri Genel Müdürlüğü: Retrieved from http://mevzuat.meb.gov.tr/html/26184_0.html.
  • Milli Eğitim Bakanlığı (MEB), (2012b). Okul Öncesi Eğitim Kurumları Yönetmeliği. Retrieved from http://mevzuat.meb.gov.tr/html/25486_.html.
  • Milli Eğitim Bakanlığı (MEB), (2014a). 36-48 aylık çocuklar için sosyal beceri destek eğitimi etkinlik kitabı (OS-BEP). Retrieved from http://tegm.meb.gov.tr/meb_iys_dosyalar/2014_11/14084455_3648aylkocuklarinokulncesisosyal-beceridestekeitimietkinlikkitab.pdf.
  • Milli Eğitim Bakanlığı (MEB), (2014a). Early Childhood and Primary Educa-tion Institutions Regulation. Re-trieved from http://www.resmigazete.gov.tr/eskiler/2014/07/20140726-4.htm.
  • Moll, L. C., Amanti, C., Neff, D., & Gon-zàles, N. (1992). Funds of knowledge for teaching. Theory into Practice, 31, 132–141.
  • Safran, S. P. & Oswald, K. (2003). Posi-tive behavior supports: Can schools reshape disciplinary practices? Council for Exceptional Children. 69(3), 361-373.
  • Sprague, J. & Perkins, K. (2009). Direct and collateral effects of the First Step to Success program. Journal of Positive Behavior Interventions, 11(4), 208-221.
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There are 62 citations in total.

Details

Journal Section Articles
Authors

Meral Melekoglu

Aydin Bal

İbrahim Halil Diken

Publication Date December 31, 2017
Published in Issue Year 2017 Volume: 9 Issue: 2

Cite

APA Melekoglu, M., Bal, A., & Diken, İ. H. (2017). Implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) for Early Identification and Prevention of Problem Behaviors in Turkey. International Journal of Early Childhood Special Education, 9(2), 98-110. https://doi.org/10.20489/intjecse.368483

Cited By

Okul Genelinde Olumlu Davranış Desteği ve İkincil Düzey Müdahalelere Bakış
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
Zehra ATBAŞI
https://doi.org/10.21565/ozelegitimdergisi.532583