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Olumlu Davranışsal Destek

Year 2005, , 1 - 25, 01.02.2005
https://doi.org/10.1501/Ozlegt_0000000087

Abstract

References

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Analysis, 1, 91-97.
  • Brown, K. A. (1998). Evaluating the effects of functional communication training based on brief functional analyses of aberrant behavior. Unpublished doctoral dissertation, University of Iowa, Iowa.
  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. J., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 1-16.
  • Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlan, D., McAtee, M. L., Smith, C. E., Andewrson-Ryan, K., Ruef, M. B., & Dolabh, A. (1999). Positive behavior support for people with developmental disabilities: a research synthesis. Washington, DC: American Association on Mental Retardation.
  • Carr, E. G., Robinson, S., Taylor, J. C., & Carlson, J. L. (1990). Positive approaches to the treatment of severe behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Monograph of the Association for Persons with Severe Handicaps, 4.
  • Chandler, L. K., & Dahlquist, C. M. (2002). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings. Columbus Ohio: Merill Prentice Hall.
  • Cowdery, H. E., Iwata, B. A., & Pace, G. M. (1990). Effects and side effects of DRO as treatment for self-injurious behavior. Journal of Applied Behavior Analysis, 23, 497-556.
  • Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53- 55.
  • Dunlap, G., Fox, L., Vaughn, B.J., Bucy, M., & Clarke, S. (1997). In quest of meaningful perspectives and outcomes: A response to five commentaries. Journal of the Association for Persons with Severe Handicaps, 22, 221-223.
  • Dunlap, G., Foster, Johnson, L., Clarke, S. Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Association for Persons with Severe Handicaps, 20(4), 248-258.
  • Erbaş, D. (2003). Alternatif davranış öğretimi. G. Kırcaali-İftar (Ed.). Davranış ve öğrenme sorunu olan çocukların eğitimleri. (Ünite 4). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E. & Poling, A., (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30(29), 193- 210.
  • Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Behavior Analysis, 27, 493-504.
  • Gresham, F. M., Watson, T. S., & Skinner, C. H (2001). Functional behavioral assessment: Principles, procedures and future direction. School Psychology Review, 30(2), 156-172.
  • Hieneman, M., Nolan, M., Presley, J., DeTuro, L., Gayler, W., & Dunlap, G. (1999). Facilitator's guide, positive behavioral support. Tallahassee: Florida Department of Education, Bureau of Instructional Support and Community Services.
  • Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between setting events and problem behavior: Expanding our understanding of behavioral support. In L. Koegel, Koegel, ve Dunalp (Eds.), Positive behavior support: Including people with difficult behavior in the community (331-402). Baltimore: Paul Brookes.
  • Iwata, B. A., Dorsey, M., Slifer, K., Bauman, K., & Richman, G. (1994). Toward a functional analysis of self- injury. Journal of Applied Behavior Analysis, 27, 197-209.
  • Koegel, L., Kern, R., Koegel, G., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Maryland: Paul. H. Brookes Pub. Co.
  • Marcus, B.A., & Vollmer, T. R. (1996). Combining noncontingent reinforcement and differential reinforcement schedules as treatment for aberrant behavior. Journal of Applied Behavior Analysis, 29, 43-51.
  • Nelson, C. M. (2000). Educating students with emotional and behavioral disabilities in the 21st century: Looking through windows, opening doors. Education and Treatment of Children, 23, 204-226.
  • Peckham-Harding, K. D. (2002). Teachers’ reported use of positive behavior support under typical classroom conditions. Unpublished doctoral dissertation, University of California, Santa Barbara.
  • Romaniuk, C., & Mitemberg, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3(3), 152-159.
  • Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347.
  • Snell, M., & Browns, F. (2000). Instruction of students with severe disabilities. (5th ed.). Ohio: Merill Prentice Hall Pub. Co.
  • Singer, G. H. S., Singer, J., & Horner, R. L. (1987). Using pretasks to increase the probability of compliance for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 12, 287-291.
  • Spraque, J., & Walker, H. (2000). Early identification and intervention for youth antisocial and violent behavior. Exceptional Children, 66, 367-379.
  • Turnbull, A. P., & Turnbull, H. R. (1999). Comprehensive lifestyle support for adults with challenging behavior: From rhetoric to reality. Education and Training in Developmental Disabilities, 34, 373-394.
  • O’Brien, R. E., Mount, B., & O’Brien, C. (1991). Framework for accomplishment: Personal profile. Decatur: Responsive Systems Associates.
  • O’Neill, R., Horner, R., Albin, R., Storey,
  • K., & Sprague, J. (1997). Functional
  • analysis of problem behavior: A practical
  • assessment guide. Sycamore: Sycamore.
  • Walker, H. M., Horner, R. H., Sugai, G., Bulllis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
  • Wehmeyer, M. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14, 53-61.

Olumlu Davranışsal Destek

Year 2005, , 1 - 25, 01.02.2005
https://doi.org/10.1501/Ozlegt_0000000087

Abstract

Gelişimsel geriliği olan bireylerde problem davranışlar sıklıkla görülmektedir. Bu davranışların azaltılmasında en etkili yöntemlerden biri olumlu davranışsal destek uygulamasıdır. Olumlu davranışsal destek gelişimsel geriliği olan bireylerin yaşam kalitesini artırmak ve problem davranışları azaltmak için uygulamalı davranış analizi ilkelerini ve sistem değişikliklerini kullanan bir yaklaşımdır. Bu makalenin amacı, olumlu davranışsal destek tanımına, olumlu davranışsal desteğin kuramsal dayanaklarına, olumlu davranışsal desteğin özelliklerine ilişkin bilgi sağlamaktır. Ayrıca, bu makalede olumlu davranışsal destek programlarını hazırlamak ve uygulamak için izlenecek altı basamak açıklanmıştır

References

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Analysis, 1, 91-97.
  • Brown, K. A. (1998). Evaluating the effects of functional communication training based on brief functional analyses of aberrant behavior. Unpublished doctoral dissertation, University of Iowa, Iowa.
  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. J., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 1-16.
  • Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlan, D., McAtee, M. L., Smith, C. E., Andewrson-Ryan, K., Ruef, M. B., & Dolabh, A. (1999). Positive behavior support for people with developmental disabilities: a research synthesis. Washington, DC: American Association on Mental Retardation.
  • Carr, E. G., Robinson, S., Taylor, J. C., & Carlson, J. L. (1990). Positive approaches to the treatment of severe behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Monograph of the Association for Persons with Severe Handicaps, 4.
  • Chandler, L. K., & Dahlquist, C. M. (2002). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings. Columbus Ohio: Merill Prentice Hall.
  • Cowdery, H. E., Iwata, B. A., & Pace, G. M. (1990). Effects and side effects of DRO as treatment for self-injurious behavior. Journal of Applied Behavior Analysis, 23, 497-556.
  • Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53- 55.
  • Dunlap, G., Fox, L., Vaughn, B.J., Bucy, M., & Clarke, S. (1997). In quest of meaningful perspectives and outcomes: A response to five commentaries. Journal of the Association for Persons with Severe Handicaps, 22, 221-223.
  • Dunlap, G., Foster, Johnson, L., Clarke, S. Kern, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Association for Persons with Severe Handicaps, 20(4), 248-258.
  • Erbaş, D. (2003). Alternatif davranış öğretimi. G. Kırcaali-İftar (Ed.). Davranış ve öğrenme sorunu olan çocukların eğitimleri. (Ünite 4). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E. & Poling, A., (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30(29), 193- 210.
  • Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Behavior Analysis, 27, 493-504.
  • Gresham, F. M., Watson, T. S., & Skinner, C. H (2001). Functional behavioral assessment: Principles, procedures and future direction. School Psychology Review, 30(2), 156-172.
  • Hieneman, M., Nolan, M., Presley, J., DeTuro, L., Gayler, W., & Dunlap, G. (1999). Facilitator's guide, positive behavioral support. Tallahassee: Florida Department of Education, Bureau of Instructional Support and Community Services.
  • Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between setting events and problem behavior: Expanding our understanding of behavioral support. In L. Koegel, Koegel, ve Dunalp (Eds.), Positive behavior support: Including people with difficult behavior in the community (331-402). Baltimore: Paul Brookes.
  • Iwata, B. A., Dorsey, M., Slifer, K., Bauman, K., & Richman, G. (1994). Toward a functional analysis of self- injury. Journal of Applied Behavior Analysis, 27, 197-209.
  • Koegel, L., Kern, R., Koegel, G., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Maryland: Paul. H. Brookes Pub. Co.
  • Marcus, B.A., & Vollmer, T. R. (1996). Combining noncontingent reinforcement and differential reinforcement schedules as treatment for aberrant behavior. Journal of Applied Behavior Analysis, 29, 43-51.
  • Nelson, C. M. (2000). Educating students with emotional and behavioral disabilities in the 21st century: Looking through windows, opening doors. Education and Treatment of Children, 23, 204-226.
  • Peckham-Harding, K. D. (2002). Teachers’ reported use of positive behavior support under typical classroom conditions. Unpublished doctoral dissertation, University of California, Santa Barbara.
  • Romaniuk, C., & Mitemberg, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3(3), 152-159.
  • Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347.
  • Snell, M., & Browns, F. (2000). Instruction of students with severe disabilities. (5th ed.). Ohio: Merill Prentice Hall Pub. Co.
  • Singer, G. H. S., Singer, J., & Horner, R. L. (1987). Using pretasks to increase the probability of compliance for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 12, 287-291.
  • Spraque, J., & Walker, H. (2000). Early identification and intervention for youth antisocial and violent behavior. Exceptional Children, 66, 367-379.
  • Turnbull, A. P., & Turnbull, H. R. (1999). Comprehensive lifestyle support for adults with challenging behavior: From rhetoric to reality. Education and Training in Developmental Disabilities, 34, 373-394.
  • O’Brien, R. E., Mount, B., & O’Brien, C. (1991). Framework for accomplishment: Personal profile. Decatur: Responsive Systems Associates.
  • O’Neill, R., Horner, R., Albin, R., Storey,
  • K., & Sprague, J. (1997). Functional
  • analysis of problem behavior: A practical
  • assessment guide. Sycamore: Sycamore.
  • Walker, H. M., Horner, R. H., Sugai, G., Bulllis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
  • Wehmeyer, M. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14, 53-61.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Dilek Erbaş This is me

Publication Date February 1, 2005
Published in Issue Year 2005

Cite

APA Erbaş, D. (2005). Olumlu Davranışsal Destek. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(01), 1-25. https://doi.org/10.1501/Ozlegt_0000000087




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