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Strategies That Facilitating in-Class Transitions in Primary Inclusive Classrooms

Yıl 2020, , 790 - 826, 31.01.2020
https://doi.org/10.18039/ajesi.682154

Öz

Students with developmental disabilities who receive education in inclusive classrooms experience different transitions throughout the day between many activities, courses and environments. For students without special needs, these transitions do not require little effort and support, while students with developmental disabilities often need more support and guidance to fulfill these transitions and gain transition skills. As the difficulties in transitions increase, inappropriate behaviors increase and the time allocated to academic learning is wasted. There are many effective strategies in the literature for facilitating in-class transitions. While it is necessary for teachers to plan academic activities for providing effective learning and increasing the success, planning of classroom transitions and using effective strategies to facilitate transitions are also effective on learning and success. The aim of the current study is to introduce strategies that are used to support and facilitate in-class transitions in elementary and secondary school classrooms where inclusion is carried out. Whit in this context, this study aims to provide guidance for teachers who have students with developmental disabilities in general education classrooms by addressing the proven transition strategies in the relevant literature.

Kaynakça

  • Arlin, M. (1979). Teacher transitions can disrupt time flow in classrooms. American Educational Research Journal, 16(1), 42-56.
  • Babb, S., Gormley, J., McNaughton, D. & Light, J. (2018). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special EducationTechnology, 13(1), 120-132. doi: 10.1177/0162643418795842
  • Banda, D. R. & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324-333.
  • Banda, D. R., Grimmett, E. & Hart, S. L. (2009). Activity schedules: Helping students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41(4), 16-21. doi: 10.1177/004005990904100402
  • Banerjee, R. & Horn, E. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children, 16(2), 3-14. doi: 10.1044/016114612009/080026
  • Barbetta, P. M., Norona, K. L. & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 11-19. doi: 10.3200/PSFL.49.3.11-19
  • Bennett, K. D., Aljehany, M. S., & Altaf, E. M. (2017). Systematic review of video-based instruction component and parametric analyses. Journal of Special Education Technology, 32(2), 80-90. doi: 10.1177/0162643417690255
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
  • Brown, K. E. & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8(3), 155-164. doi: 10.1177/10983007060080030401
  • Brown, K. E. (2004). Effectiveness of functional equivalence training plus contingency mapping with a child with autism. Master’s Thesis. University of British Columbia. doi: 10.1177/10983007060080030401
  • Buschbacher, P. W. & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227. doi: 10.1044/0161-1461(2003/018)
  • Carnett, A., Raulston, T., Lang, R., Tostanoski, A., Lee, A., Sigafoos, J. & Machalicek, W. (2014). Effects of a perseverative interest-based token economy on challenging and on-task behavior in a child with autism. Journal of Behavioral Education, 23(3), 368-377.
  • Carta, J., Renauer, M., Schiefelbusch, J. & Terry, B. (1998). Effective instructional strategies to facilitate: Classroom transitions, group instruction, independent performance and self-assessment. (Report No. EC 307 395). Washington, DC: Teacher's Manual for Project SLIDE: Skills for Learning Independence in Developmentally Appropriate Environments. (ERIC Document Reproduction Service No. ED 433 650)
  • Centers for Disease Control and Prevention [CDC] (2018). Facts about developmental disabilities. Retrieved from https://www.cdc.gov/ncbddd/developmental disabilities/facts.html
  • Cihak, D., Fahrenkrog, C., Ayres, K. M. & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. doi: 10.1177/1098300709332346
  • ClassDojo (n.d.) Timer. Retrieved from https://www.classdojo.com/toolkit/timer/
  • Codding, R. S. & Smyth, C. A. (2008). Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement. Journal of Educational and Psychological Consultation, 18(4), 325 345. doi: 10.1080/10474410802463312
  • Connell, M. & Carta, J. J., (1993). Building independence during in-class transitions: Teaching in-class transition skills to preschoolers with developmental delays through choral-response-based self-assessment and contingent praise. Education and Treatment of Children, 16(2), 160- 174.
  • Deris, A. R. & Di Carlo, C. F. (2013). Back to basics: Working with young children with autism in inclusive classrooms. Support for Learning, 28(2), 52-56. doi: 10.1111/1467-9604.12018
  • Dooley, P., Wilczenski, F. & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61. doi: 10.1177/109830070100300108
  • Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8(1), 23-39.
  • Ergin, E. (2016). Kaynaştırma uygulamaları yürütülen okul öncesi sınıflarda sınıf içi geçişlerin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Evertson, Ç. M. & Emmer, E. T. (1982). Preventive classroom management. In D. L. Duke (Ed.), Helping teachers manage classrooms (pp. 11-40). Alexandria, VA: Publications, Association for Supervision and Curriculum Development. Retrieved 2019 from https://files.eric.ed.gov/fulltext/ED218710.pdf
  • Ferguson, A., Ashbaugh, R., O'Reilly, S. & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child & Family Behavior Therapy, 26(1), 17-24. doi: 10.1300/J019v26n01_02
  • Flannery, K. B. & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157-176.
  • Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J. & Bliss, S. L. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-592. doi: 10.1016/j.jsp.2008.06.003
  • Gibson, B. & Govendo, B. L. (1999). Encouraging constructive behavior in middle school classrooms: A multiple-intelligences approach. Intervention in School & Clinic, 35(1), 16-22. doi: 10.1177/105345129903500103
  • Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H. & Lancioni, G. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28(5), 458-467. doi: 10.1016/j.ridd.2006.06.002
  • Gray, C. (2004). Social stories 10.0: The new defining criteria and guidelines. Jenison Autism Journal, 15(4), 2-21.
  • Gray, C. A. & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autism and Other Developmental Disabilities, 8(1), 1-10.
  • Griffin, H. C., Griffin, L. W., Fitch, C. W., Albera, V. & Gingras, H. (2006). Educational interventions for individuals with Asperger syndrome. Intervention in School and Clinic, 41(3), 150-155. doi: 10.1177/10534512060410030401
  • Gülboy, E. (2017). Otizmi olan çocukların etkinlikler ve ortamlar arası geçişlerini kolaylaştırmada hazırlayıcı videoların etkisi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Hine, J. F., Ardoin, S. P. & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. Journal of Applied Behavior Analysis, 48(3), 495-510. doi: 10.1002/jaba.233
  • Holyfield, C., Caron, J. G., Drager, K. & Light, J. (2018). Effect of mobile technology featuring visual scene displays and “just-intime” programming on the frequency, content, and function of communication turns by pre-adolescent and adolescent beginning communicators. International Journal of Speech Language Pathology, 21(2), 201-211. doi: 10.1080/17549507.2018.1441440
  • Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W. & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423-446.
  • Hulac, D. M. & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behaviors. Intervention in School and Clinic, 45(4), 257-262. doi: 10.1177/1053451209353442
  • Hume, K. Sreckovic, M. Snyder, K. & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35-45. doi: 10.1177/0040059914542794
  • Hume. (2008). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6-10.
  • Jones, V. & Jones, L. (2013). Comprehensive classroom management: Creating communities of support and solving problems. New Jersey: Pearson.
  • Kidder, J. E. & McDonnell, A. P. (2017). Visual aids for positive behavior support of young children with autism spectrum disorders. Young Exceptional Children, 20(3), 103-116. doi: 10.1177/1096250615586029
  • Kokina, A. (2011). Social story™ interventions: An examination of effectiveness in addressing transition difficulties of students with autism spectrum disorders. Doctoral Dissertation Retrieved from https://preserve.lehigh.edu/cgi/viewcontent.cgi?article=2048&context=etd
  • Lawry, J., Danko, C. D. & Strain, P. S. (2000). Examining the role of the classroom environment in the prevention of problem behaviors. Young Exceptional Children, 3(2), 11-19.
  • Lequia, J., Wilkerson, K. L., Kim, S. & Lyons, G. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavior Interventions, 17(3), 146-158. doi: 10.1177/1098300714548799
  • Marzano, R. J. & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
  • McCoy, K. M., Mathur, S. R. & Czoka, A. (2010). Guidelines for creating a transition routine: Changing from one room to another. Beyond Behavior, 19(3), 22-30.
  • McHugh, P. S. (2007). Transition activities: Finding “treasures” within the classroom. Childhood Education, 83(5), 308-G-308-P. doi: 10.1080/00094056.2007.10522939
  • McIntosh, K., Herman, K., Sanford, A., McGraw, K. & Florence, K. (2004). Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37(1), 32-38.
  • Messano, E. (2008). Decreasing classroom transition times through the use of an auditory cue. Master’s Thesis. Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT1454635).
  • Neitzel, J. & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Retrieved from https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/ prompting-steps-LTM-prep.pdf
  • Olive, M. L. (2004). Transitioning children between activities: Effective strategies for decreasing challenging behavior. Beyond Behavior, 11-16. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=16429458&lang=tr&site=eds-live&authtype=uid
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  • Ostrosky, M. M., Jung, E. Y. & Hemmeter, M. L. (2002). Helping children make transitions between activities. What Works Briefs. Center on the Social and Emotional Foundations for Early Learning. Retrieved from ERIC database PBIS World.com (n.d.) Visual Schedule. Retrieved from https://www.pbisworld.com/tier-2/individual-visual-schedules/
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İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler

Yıl 2020, , 790 - 826, 31.01.2020
https://doi.org/10.18039/ajesi.682154

Öz

Kaynaştırma uygulamalarının yürütüldüğü sınıflarda eğitim alan gelişimsel yetersizliği olan öğrenciler gün içinde birçok etkinlik, ders ve ortam arasında farklı geçişler yaşamaktadır. Tipik gelişen öğrenciler için bu geçişler çok az bir çaba ve destekle gerçekleşirken gelişimsel yetersizliği olan öğrenciler bu geçişleri yerine getirebilmek ve bu yönde beceri kazanabilmek için genellikle daha fazla desteğe ve rehberliğe gereksinim duymaktadırlar. Geçişlerde yaşanan zorluklar arttıkça uygun olmayan davranışlarda da artış gözlenmekte ve akademik öğrenmelere ayrılan süre boşa harcanmaktadır. Öğretmenlerin etkili öğrenmeyi sağlamak ve başarıyı arttırmak için akademik etkinlikleri planlamasının gerekliliği kadar sınıf içi geçişlerin planlanması ve bu geçişleri kolaylaştırmak için etkili geçiş stratejilerinin kullanılması da öğrenme ve başarı üzerinde etkilidir. Bu çalışmanın amacı, kaynaştırma uygulamalarının yürütüldüğü ilkokul ve ortaokul sınıflarında sınıf içi geçişleri desteklemek amacıyla kullanılan geçiş stratejilerini tanıtmaktır. Bu kapsamda bu çalışma ilgili alanyazında etkililiği kanıtlanmış geçiş stratejilerini ele alarak ve gelişimsel yetersizliği olan öğrencilerin eğitim gördüğü genel eğitim sınıflarında görev yapan öğretmenler için kılavuzluk etmeyi amaçlamaktadır.

Kaynakça

  • Arlin, M. (1979). Teacher transitions can disrupt time flow in classrooms. American Educational Research Journal, 16(1), 42-56.
  • Babb, S., Gormley, J., McNaughton, D. & Light, J. (2018). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special EducationTechnology, 13(1), 120-132. doi: 10.1177/0162643418795842
  • Banda, D. R. & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324-333.
  • Banda, D. R., Grimmett, E. & Hart, S. L. (2009). Activity schedules: Helping students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41(4), 16-21. doi: 10.1177/004005990904100402
  • Banerjee, R. & Horn, E. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children, 16(2), 3-14. doi: 10.1044/016114612009/080026
  • Barbetta, P. M., Norona, K. L. & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 11-19. doi: 10.3200/PSFL.49.3.11-19
  • Bennett, K. D., Aljehany, M. S., & Altaf, E. M. (2017). Systematic review of video-based instruction component and parametric analyses. Journal of Special Education Technology, 32(2), 80-90. doi: 10.1177/0162643417690255
  • Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
  • Brown, K. E. & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8(3), 155-164. doi: 10.1177/10983007060080030401
  • Brown, K. E. (2004). Effectiveness of functional equivalence training plus contingency mapping with a child with autism. Master’s Thesis. University of British Columbia. doi: 10.1177/10983007060080030401
  • Buschbacher, P. W. & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227. doi: 10.1044/0161-1461(2003/018)
  • Carnett, A., Raulston, T., Lang, R., Tostanoski, A., Lee, A., Sigafoos, J. & Machalicek, W. (2014). Effects of a perseverative interest-based token economy on challenging and on-task behavior in a child with autism. Journal of Behavioral Education, 23(3), 368-377.
  • Carta, J., Renauer, M., Schiefelbusch, J. & Terry, B. (1998). Effective instructional strategies to facilitate: Classroom transitions, group instruction, independent performance and self-assessment. (Report No. EC 307 395). Washington, DC: Teacher's Manual for Project SLIDE: Skills for Learning Independence in Developmentally Appropriate Environments. (ERIC Document Reproduction Service No. ED 433 650)
  • Centers for Disease Control and Prevention [CDC] (2018). Facts about developmental disabilities. Retrieved from https://www.cdc.gov/ncbddd/developmental disabilities/facts.html
  • Cihak, D., Fahrenkrog, C., Ayres, K. M. & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. doi: 10.1177/1098300709332346
  • ClassDojo (n.d.) Timer. Retrieved from https://www.classdojo.com/toolkit/timer/
  • Codding, R. S. & Smyth, C. A. (2008). Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement. Journal of Educational and Psychological Consultation, 18(4), 325 345. doi: 10.1080/10474410802463312
  • Connell, M. & Carta, J. J., (1993). Building independence during in-class transitions: Teaching in-class transition skills to preschoolers with developmental delays through choral-response-based self-assessment and contingent praise. Education and Treatment of Children, 16(2), 160- 174.
  • Deris, A. R. & Di Carlo, C. F. (2013). Back to basics: Working with young children with autism in inclusive classrooms. Support for Learning, 28(2), 52-56. doi: 10.1111/1467-9604.12018
  • Dooley, P., Wilczenski, F. & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61. doi: 10.1177/109830070100300108
  • Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8(1), 23-39.
  • Ergin, E. (2016). Kaynaştırma uygulamaları yürütülen okul öncesi sınıflarda sınıf içi geçişlerin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Evertson, Ç. M. & Emmer, E. T. (1982). Preventive classroom management. In D. L. Duke (Ed.), Helping teachers manage classrooms (pp. 11-40). Alexandria, VA: Publications, Association for Supervision and Curriculum Development. Retrieved 2019 from https://files.eric.ed.gov/fulltext/ED218710.pdf
  • Ferguson, A., Ashbaugh, R., O'Reilly, S. & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child & Family Behavior Therapy, 26(1), 17-24. doi: 10.1300/J019v26n01_02
  • Flannery, K. B. & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157-176.
  • Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J. & Bliss, S. L. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-592. doi: 10.1016/j.jsp.2008.06.003
  • Gibson, B. & Govendo, B. L. (1999). Encouraging constructive behavior in middle school classrooms: A multiple-intelligences approach. Intervention in School & Clinic, 35(1), 16-22. doi: 10.1177/105345129903500103
  • Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H. & Lancioni, G. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28(5), 458-467. doi: 10.1016/j.ridd.2006.06.002
  • Gray, C. (2004). Social stories 10.0: The new defining criteria and guidelines. Jenison Autism Journal, 15(4), 2-21.
  • Gray, C. A. & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autism and Other Developmental Disabilities, 8(1), 1-10.
  • Griffin, H. C., Griffin, L. W., Fitch, C. W., Albera, V. & Gingras, H. (2006). Educational interventions for individuals with Asperger syndrome. Intervention in School and Clinic, 41(3), 150-155. doi: 10.1177/10534512060410030401
  • Gülboy, E. (2017). Otizmi olan çocukların etkinlikler ve ortamlar arası geçişlerini kolaylaştırmada hazırlayıcı videoların etkisi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Hine, J. F., Ardoin, S. P. & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. Journal of Applied Behavior Analysis, 48(3), 495-510. doi: 10.1002/jaba.233
  • Holyfield, C., Caron, J. G., Drager, K. & Light, J. (2018). Effect of mobile technology featuring visual scene displays and “just-intime” programming on the frequency, content, and function of communication turns by pre-adolescent and adolescent beginning communicators. International Journal of Speech Language Pathology, 21(2), 201-211. doi: 10.1080/17549507.2018.1441440
  • Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W. & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423-446.
  • Hulac, D. M. & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behaviors. Intervention in School and Clinic, 45(4), 257-262. doi: 10.1177/1053451209353442
  • Hume, K. Sreckovic, M. Snyder, K. & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35-45. doi: 10.1177/0040059914542794
  • Hume. (2008). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6-10.
  • Jones, V. & Jones, L. (2013). Comprehensive classroom management: Creating communities of support and solving problems. New Jersey: Pearson.
  • Kidder, J. E. & McDonnell, A. P. (2017). Visual aids for positive behavior support of young children with autism spectrum disorders. Young Exceptional Children, 20(3), 103-116. doi: 10.1177/1096250615586029
  • Kokina, A. (2011). Social story™ interventions: An examination of effectiveness in addressing transition difficulties of students with autism spectrum disorders. Doctoral Dissertation Retrieved from https://preserve.lehigh.edu/cgi/viewcontent.cgi?article=2048&context=etd
  • Lawry, J., Danko, C. D. & Strain, P. S. (2000). Examining the role of the classroom environment in the prevention of problem behaviors. Young Exceptional Children, 3(2), 11-19.
  • Lequia, J., Wilkerson, K. L., Kim, S. & Lyons, G. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavior Interventions, 17(3), 146-158. doi: 10.1177/1098300714548799
  • Marzano, R. J. & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
  • McCoy, K. M., Mathur, S. R. & Czoka, A. (2010). Guidelines for creating a transition routine: Changing from one room to another. Beyond Behavior, 19(3), 22-30.
  • McHugh, P. S. (2007). Transition activities: Finding “treasures” within the classroom. Childhood Education, 83(5), 308-G-308-P. doi: 10.1080/00094056.2007.10522939
  • McIntosh, K., Herman, K., Sanford, A., McGraw, K. & Florence, K. (2004). Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37(1), 32-38.
  • Messano, E. (2008). Decreasing classroom transition times through the use of an auditory cue. Master’s Thesis. Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT1454635).
  • Neitzel, J. & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Retrieved from https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/ prompting-steps-LTM-prep.pdf
  • Olive, M. L. (2004). Transitioning children between activities: Effective strategies for decreasing challenging behavior. Beyond Behavior, 11-16. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=16429458&lang=tr&site=eds-live&authtype=uid
  • Olson, J. L. (2012). Effects of implementing interventions to decrease classroom transition time. Master’s Thesis. Available from ProQuest Dissertations & Theses Global. (1152781547). Retrieved from https://search.proquest.com/docview/1152781547? accountid=7181. (Order No. 1529244)
  • Ostrosky, M. M., Jung, E. Y. & Hemmeter, M. L. (2002). Helping children make transitions between activities. What Works Briefs. Center on the Social and Emotional Foundations for Early Learning. Retrieved from ERIC database PBIS World.com (n.d.) Visual Schedule. Retrieved from https://www.pbisworld.com/tier-2/individual-visual-schedules/
  • Register, D. & Humpal, M. (2007). Using musical transitions in early childhood classrooms: Three case examples. Music Therapy Perspectives, 5(1), 25-31. doi: 10.1093/mtp/25.1. 25
  • Sainato, D. M. (1990). Classroom transitions: Organizing environments to promote independent performance in preschool children with disabilities. Education and Treatment of Children, 13(4), 288-297.
  • Sanal Çalık, E. (2018). Otizm spektrum bozukluğu olan okul öncesi çocuklarda ortamlararası geçişlerdeki problem davranışların azaltılmasında videoyla model olmanın etkililiği. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Schmit, J., Alper, S., Raschke, D. & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38(2), 131-7. doi: 10.1352/004767652000038
  • Schreibman, L., Whalen, C. & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3-11. doi: 10.1177/109830070000200102
  • Schumm, J. & Vaughn, S. (1992). Planning for mainstreamed special education students: Perceptions of general classroom teachers. Exceptionality, 3(2), 81-98. doi: 10.1080/09362839209524799
  • Skinner, C. H., Cashwell, C. S. & Dunn, M. S. (1996). Independent and interdependent group contingencies: Smoothing the rough waters. Special Services in the Schools, 12(1-2), 61-78. doi: 10.1300/J008v12n01_04
  • Spriggs, A. D., Knight, V. & Sherrow, L. (2015). Talking picture schedules: Embedding video models into visual activity schedules to increase independence for students with ASD. Journal of Autism and Developmental Disorders, 45(12), 3846-3861. doi: 10.1007/s10803-014-2315-3
  • Sterling-Turner, H. E. & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681 690. doi: 10.1002/pits.20257
  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., ... & Turnbull, A. P. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.
  • Sutherland, K. S., Wehby, J. H. & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-8. doi: 10.1177/106342660000800101
  • The National Autistic Society. (2008). Social stories™ and comic strip conversations. Retrieved from https://www.qe2cp.westminster.sch.uk/attachments/ download.asp?file=266&type=pdf
  • Vaughn, S. & Schumm, J. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities, 28(5), 264-270. doi: 10.1177/002221949502800502
  • Vaughn, S., Bos, C. S. & Schumm, J. S. (2014). Teaching students who are exceptional, diverse, and at risk in the general education classroom. New Jersey: Allyn & Bacon.
  • Voerman, L., Meijer, P. C., Korthagen, F. A. & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 1107-1115. doi: 10.1016/j.tate.2012.06.006
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Esra Erbaş 0000-0002-6565-0819

Yasemin Ergenekon Bu kişi benim 0000-0003-2443-0884

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 1 Aralık 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Erbaş, E., & Ergenekon, Y. (2020). İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler. Anadolu Journal of Educational Sciences International, 10(1), 790-826. https://doi.org/10.18039/ajesi.682154
AMA Erbaş E, Ergenekon Y. İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler. AJESI. Ocak 2020;10(1):790-826. doi:10.18039/ajesi.682154
Chicago Erbaş, Esra, ve Yasemin Ergenekon. “İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 790-826. https://doi.org/10.18039/ajesi.682154.
EndNote Erbaş E, Ergenekon Y (01 Ocak 2020) İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler. Anadolu Journal of Educational Sciences International 10 1 790–826.
IEEE E. Erbaş ve Y. Ergenekon, “İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler”, AJESI, c. 10, sy. 1, ss. 790–826, 2020, doi: 10.18039/ajesi.682154.
ISNAD Erbaş, Esra - Ergenekon, Yasemin. “İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 790-826. https://doi.org/10.18039/ajesi.682154.
JAMA Erbaş E, Ergenekon Y. İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler. AJESI. 2020;10:790–826.
MLA Erbaş, Esra ve Yasemin Ergenekon. “İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 790-26, doi:10.18039/ajesi.682154.
Vancouver Erbaş E, Ergenekon Y. İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran Stratejiler. AJESI. 2020;10(1):790-826.