SINIF GENELİNDE OLUMLU DAVRANIŞ DESTEĞİ ÜZERİNE YAPILAN ÇALIŞMALARIN GÖZDEN GEÇİRİLMESİ: SİSTEMATİK BİR ANALİZ

Abstract

Sınıf çapında olumlu davranış desteği, öğretmenlerin öğrencilerin akademik, sosyal ve duygusal öğrenmelerini olumlu bir sınıf ortamı yaratarak desteklemelerini ve öğrencilerin sorunlu davranışlarını ortadan kaldırarak ve onlara olumlu davranışlar sağlayarak uygun sınıf yönetimine yardımcı olmalarını sağlayan uygulamaları ifade eder. Bu araştırma, sınıf çapında ODD ile gerçekleştirilen müdahalelere odaklanmakta ve bu konuda yürütülen çalışmaların sistematik bir incelemesini sunmaktadır. Tarama, dahil etme ve hariç tutma kriterleri doğrultusunda, bu inceleme kapsamında 18 çalışma incelenmiştir. Bulgular göz önünde bulundurulduğunda, sınıf çapında ODD çalışmalarının çoğunda 1. aşama müdahaleleri, yani önleyici müdahaleler olduğu görülmektedir. Ayrıca, sınıf çapında ODD müdahalelerinin hem grup görev davranışı hem de öğretmen övgü ve azarlamaları üzerinde gerçekleştirildiği ve müdahalelerin sonuçlarının etkili olduğu görülmektedir. Bulgulara göre, yalnızca engelli öğrencilerin eğitim aldığı sınıflarda gerçekleştirilen sınıf çapında ODD müdahalelerinin hem öğrenci çıktıları hem de öğretmen övgü ve azarlamaları üzerinde ne gibi farklılıklar yaratacağının araştırılması gerekmektedir.

Keywords

• olumlu davranışsal destek
• sınıf çapında olumlu davranışsal destek
• derleme
• sistematik derleme

Review of Studies on Class-Wide Positive Behavior Support: A Systematic Analysis

Abstract

Class-wide positive behavior support refers to practices that enable teachers to support students’ academic, social, and emotional learning by creating a positive classroom environment and help with convenient class management by eliminating students’ problematic behaviors and providing them with positive behaviors. This research focuses on interventions performed with class-wide PBS and presents a systematic review of studies conducted in this respect. In line with scanning, inclusion and exclusion criteria, 18 studies were examined within the scope of this review. Considering the findings, it is observed that there were Tier 1 interventions, in other words, preventive interventions, in most of the class-wide PBS studies. Moreover, it is seen that class-wide PBS interventions were carried out on both group on-task behavior and teacher praise and reprimands, and outcomes of the interventions were effective. According to the findings, an investigation is required on what differences class-wide PBS interventions, which are performed in classes where only students with disabilities receive education, will create in both student outputs and teacher praise and reprimands.

Keywords

• positive behavior support
• class-wide positive behavior support
• rewiev
• systematic rewiev

Ethical Statement

Sistematik derleme çalışması olduğu için etik kurul beyanı gerekmemektedir.

References

1. Aspiranti, K. B., A. Bebech, & K. Osiniak. (2018). Incorporating a class-wide behavioral system to decrease disruptive behaviors in the inclusive classroom. Journal of Catholic Education, 21(2), 205-214. https://doi.org/10.15365/joce.2102102018.
2. Bolt, T. D., B. D. Hansen, P. Caldarella, K. R. Young, L. Williams, & H. P. Wills, H. P. (2019). Varying opportunities to respond to improve behavior of elementary students with developmental disabilities. International Electronic Journal of Elementary Education, 11(4), 327-334. https://doi.org/ 10.26822/iejee.2019450791.
3. Burns, M., & Riley-Tillman, T. C. (2009). Response to Intervention and Eligibility Decisions: We Need to Wait to Succeed. Communique, 38(1), 1-10.
4. Caldarella, P., H. P. Wills, D. H. Anderson, & L. Williams. (2019). Managing student behavior in the middle grades using class-wide function-related intervention teams. Research in Middle Level Education, 42 (7), 1-15. https://doi.org/ 10.1080/19404476.2019.1654799.
5. Caldarella, P., L. Williams, K. A. Jolstead, & H. P. Wills. (2017). Managing student behavior in an elementary school music classroom: a study of class-wide function-related intervention teams. Update: National Association for Music Education, 35(3), 23–30. https://doi.org/ 10.1177/8755123315626229.
6. Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43(5), 357-365.
7. Carr, E. G., R. H. Horner, A. P. Turnbull, J. G. Marquis, D. Magito-McLaughlan, M. L. McAtee, C. E. Smith, K. Andewrson-Ryan, M. B. Ruef, & A. Dolabh. (1999). Positive behavior support for people with developmental disabilities: a research synthesis. Washington, DC: American Association on Mental Retardation. https://files.eric.ed.gov/fulltext/ED439580.pdf
8. Cihak, D. F., E. R. Kirk, & R. T. Boon, (2009). Effects of class wide positive peer “tootling” to reduce the disruptive classroom behaviors of elementary students with and without disabilities. Journal of Behavioral Education 18 (4), 267-278.

9. Chen, P. Y., Scheibel, G. A., Henley, V. M., & Wills, H. P. (2022). Multi-tiered classroom management intervention in a middle school classroom: initial investigation of cw-fit-middle school tier 1 and self-management. Journal of Positive Behavior Interventions, 24(4), 301-312.
10. Conklin, C. G., Kamps, D., & Wills, H. (2016). The effects of class-wide function-related intervention teams (CW-FIT) on students’ prosocial classroom behaviors. Journal of Behavioral Education, 26, 75-100. https://doi.org/10.1007/s10864-016-9252-5
11. Erbaş, D. (2002). Preparing a positive behavioral support plan for reducing problem behaviors. Ankara University Faculty of Educational Sciences Journal of Special Education, 3(2), 41-50. https://doi.org/10.1501/Ozlegt_0000000065
12. Fox, L., G. Dunlap,M. L. Hemmeter,G. E. Joseph, & P.S. Strain (2003). The teaching pyramid: a model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52. https://doi.org/10.1002/cbl.20028
13. Hieneman, M., G. Dunlap, & D. Kincaid. (2005). Positive support strategies for students with behavioral disorder in general education setting. Psychology In The Schools, 42(8), 779–794. https://doi.org/10.1002/pits.20112.
14. Higgins, J. P. T. & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions (Version 5.1.0). The Cochrane Collaboration.
15. Horner, R. H., Carr, E. G., Halle, J, McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. https://doi.org/10.1177/001440290507100203
16. Jolstead, K. A., P. Caldarella, B. Hansen, B. B. Korth, L. Williams, & D. Kamps, (2017). Implementing positive behavior support in preschools: an exploratory study of cw-fit tier 1. Journal of Positive Behavior Interventions, 19(1), 48-60. https://doi.org/10.1177/1098300716653226
17. Johnson, K. A., Caldarella, P., Wills, H. P., Hansen, B. D., & Richards, E. J. (2024). Managing student behavior in middle school special education classrooms: a single-subject study of cw-fit. Remedial and Special Education, 07419325241247345.
18. Kamps, D., Wills, H. P., Heitzman-Powell, L., Laylin, J., Szoke, C., Petrillo, T., & Culey, A. (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13(3), 154-167.
19. Kazdin, A. E., & Kopel, S. A. (1975). On resolving ambiguities of the multiple-baseline design: Problems and recommendations. Behavior Therapy, 6(5), 601-608.
20. Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26- 38. https://doi.org/10.1177/0741932512452794
21. Lastrapes, R., E. Fritz, J., N. & Casper‑Teague. L. (2018). Effects of the teacher versus students game on teacher praise and student behavior. Journal of Behavioral Education, 27, 419–434. https://doi.org/10.1007/s10864-018-9306-y
22. Mahon, D., Gunning, C., Holloway, J., & Lydon, H. (2020). Implementing positive behavior support within preschool settings: Group functional assessment and cw-fit. Journal of Positive Behavior Interventions, 22(3), 167-180.
23. Monson, K. D., P. Caldarella, D. H. Anderson, & H P. Wills. (2020). Improving student behavior in middle school art classrooms: Initial investigation of cw-fit tier 1. Journal of Positive Behavior Interventions, 22 (1), 38-50. https://doi.org/10.1177/1098300719864704.
24. Närhi, V., T. Kiiski, S. Peitso, & H. Savolainen H. (2015). Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools. European Journal of Special Needs Education, 30(2), 274-285. https://doi.org/10.1080/08856257.2014.986913.
25. Naylor, A. S., Kamps, D., & Wills, H. (2018). The effects of the cw-fit group contingency on class-wide and individual behavior in an urban first grade classroom. Education and Treatment of Children, 41(1), 1-30. https://www.jstor.org/stable/26535253
26. Nelson, M. A. Caldarella, P., Hansen, B.D., Graham, M.A., Williams, L. & Wills. H.P. (2018). Improving student behavior in art classrooms: an exploratory study of cw-fit tier 1. Journal of Positive Behavior Interventions, 1–12. https://doi.org/10.1177/1098300718762744
27. Orr, R. K., Caldarella, P., Hansen, B. D., & Wills, H. P. (2020). Managing student behavior in a middle school special education classroom using cw-fit tier 1. Journal of Behavioral Education, 29, 168-187. https://doi.org/10.1007/s10864-019-09325-w
28. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., MayoWilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
29. Riley-Tillman, T. C. & Burns, M. K. (2009). Evaluating educational interventions: Single-case design for measuring response to intervention. New York, NY: The Guilford Press.
30. Speight, R., Whitby, P., & Kucharczyk, S. (2020). Impact of cw-fit on student and teacher behavior in a middle school. Journal of Positive Behavior Interventions, 22(4), 195-206.
31. Torelli, J. N., Lloyd, B. P., Diekman, C. A., & Wehby, J. H. (2016). Teaching stimulus control via class-wide multiple schedules of reinforcement in public elementary school classrooms. Journal of Positive Behavior Interventions, 19(1), 14-25. https://doi.org/ 10.1177/1098300716632878
32. Ünlü, E., S. Vuran, F. E. Akdoğan, D. Güven, S. Yönter, & S. E. Çaltık. (2013). Class-wide positive behavior support plan on adhering to the classroom rules. İlköğretim Online, 12(4), 912-925. https://dergipark.org.tr/en/download/article-file/90438
33. Watson, P. J., & Workman, E. A. (1981). The non-concurrent multiple baseline across-individuals design: An extension of the traditional multiple baseline design. Journal of Behavior Therapy and Experimental Psychiatry, 12(3), 257-259. https://doi.org/10.1016/0005-7916(81)90055-0
34. Weeden, M., Wills, H. P., Kottwitz, E., & Kamps, D. (2016). The effects of a class-wide behavior intervention for students with emotional and behavioral disorders. Behavioral disorders, 42(1), 285-293.
35. Wills, H. P., Caldarella, P., Mason, B. A., Lappin, A. M., & Anderson, D. H. (2019). Improving student behavior in middle schools: Results of a classroom management intervention. Journal of Positive Behavior Interventions. https://doi.org/10.1177/ 1098300719857185
36. Wills, H., Kamps, D., Fleming, K., & Hansen, B. (2016). Student and teacher outcomes of the class-wide function-related intervention team efficacy trial. Exceptional Children, 83, 58–76. https://doi.org/10.1177/0014402916658658
37. Wills, H.P., Iwaszuk W.M., Kamps, K. and Shumate, E. (2014). CW‑FIT: Group contingency effects across the day. Education And Treatment of Children, 37(2) https://doi.org/10.1353/vb.2014.0016
38. Wills, H. P., Kamps, D., Hansen, B., Conklin, C., Bellinger, S., Neaderhiser, J., & Nsubuga, B. (2010). The class wide function-based intervention team program. Preventing School Failure: Alternative Education for Children and Youth, 54, 164–171. https://doi.org/10.1080/10459880903496230
39. Winn, B. D., Skinner, C. H., Allin, J. D., & Hawkins, J. A. (2004). Practicing school consultants can empirically validate interventions: A description and demonstration of the non-concurrent multiple-baseline design. Journal of Applied School Psychology, 20(2), 109-128. https://doi.org/10.1300/J370v20n02_07
40. Wu, Y. C., Chen, P. Y., Tsai, S. P., Tsai, S. F., Chou, Y. C., & Chiu, C. Y. (2019). The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan. International Journal of Developmental Disabilities, 65(5), 368-377. https://doi.org/10.1080/20473869.2019.1647031