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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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