AĞIR YETERSİZLİĞİ OLAN BİREYLER VE OLUMLU DAVRANIŞ DESTEĞİ

Yıl 2022, Sayı: 61, 329 - 349, 09.02.2022

Esra Erbaş , Seniha Kurtoğlu , Sezgin Vuran

https://doi.org/10.21764/maeuefd.757950

Öz

Ağır yetersizliği olan bireylerde problem davranışların katı kurallar ve cezalar içeren geleneksel yöntemlerle önlenmeye, azaltılmaya ya da ortadan kaldırılmaya çalışılması aksi bir etki yaratarak problem davranışların artmasına neden olabilmektedir. Geleneksel yöntemlere alternatif olarak geliştirilen ve etkililiği birçok araştırma tarafından kanıtlanmış Olumlu Davranış Desteği yaklaşımı, bireylere bireysel ve okul çaplı müdahalelerle olumlu davranış desteği sunarken onların hem sosyal hem de akademik gelişimini amaçlamaktadır. Bu araştırmanın amacı, ağır yetersizliği olan bireylerde olumlu davranış desteği ile ilgili yapılmış araştırmaları sistematik derleme yöntemi ile incelemektir. Bu çalışma kapsamında incelenen 11 makalenin konuları, amaçları, yöntemleri, çalışma grupları, bulguları, sınırlılıkları ve önerileri analiz edilerek ağır yetersizliği olan bireylerde olumlu davranış desteği araştırmalarına ilişkin bir çıkarıma ulaşılmıştır. Makalelerden elde edilen bulgular çeşitlilik göstermektedir. Ağır yetersizliği olan bireylerle; aile, akran, öğretmen tarafından yürütülen bu çalışmaların ortak vurgusu, olumlu davranış desteğine yönelik müdahalelerin ağır yetersizliği olan bireylerde davranış değiştirme ve kazandırmada etkili olduğudur. Görüş ve tutumlara yönelik yürütülen çalışmalarda ise ağır yetersizliği olan öğrencilerin okul geneli uygulamalara katılımlarında soyutlayıcı bir politika izlendiği ortaya konulmuştur.

Anahtar Kelimeler

Olumlu davranış desteği, ağır yetersizlik, okul çaplı olumlu davranış desteği, bireysel olumlu davranış desteği

Kaynakça

• Barbara, L. M., & Lohrmann, S. (2006). Introduction to special issue on severe disabilities and school-wide positive behavior support. Research and Practice for Persons with Severe Disabilities, 31(1), 1-3.
• Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221-232.
• Bruce, S.M., Bashinski, S.M., Covelli, A.J, Bernstein,V., Zatta,M.C.. & Stevi Briggs S. (2018). Positive Behavior Supports for Individuals Who Are Deafblind with CHARGE Syndrome. Journal of Visual Impairment & Blindness, 497-509
• Buschbacher, P., Fox, L., & Clarke, S. (2004). Recapturing Desired Family Routines: A Parent-Professional Behavioral Collaboration. Research & Practice for Persons with Severe Disabilities 29(1), 25–39 29
• Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., ... & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16.
• Carter E. W., , Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney,M., Fesperman, E., Hochman, J. M., Huber, H. B.,. Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, R. M., Shalev, R. A., Vincent, L. B., & Weir, K. (2016). Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities. Exceptional Children, 82(2) 209–233. DOI: 10.1177/0014402915598780
• Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36, 59–82.
• Crimmins, D., & Farrell, A. F. (2006). Individualized behavioral supports at 15 years: It's still lonely at the top. Research and Practice for Persons with Severe Disabilities, 31(1), 31-45.
• Gilberts, G. H., Agran, M., Hughes, C., Wehmeyer, M. (2001). The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms. The Association for Persons with Severe Handicaps 26(1), 25–36.
• Hawken, L. S., & O’Neill, R. E. (2006). Including students with severe disabilities in all levels of school-wide positive behavior support. Research and Practice for Persons With Severe Disabilities, 31, 46-53. doi:10.2511/rpsd.31.1.46
• Horner, R. H. (2000). Positive behavior supports. Focus on Autism and Other Developmental Disabilities, 15(2), 97-105.
• Individuals with Disabilities Education Improvements Act (IDEA) of 2004, Pub. L. No. 108-446, codified in 20 U.S. C. 1400 et seq.
• Kincaid D, Knoster T, Harrower JK, et al. (2002) Measuring the impact of positive behaviour support. Journal of Positive Behavior Interventions 4, 109–117. DOI: 10.1177/109830070200400206
• Koegel LK, Koegel RL and Dunlap G (eds) (1996) Positive Behavioral Support: Including People with Difficult Behavior in the Community. Baltimore: Brookes.
• Kurth, J. A. & Zagona, A. (2017). Inclusion of students with significant disabilities in SWPBS evaluation tools. Education and Training in Autism and Developmental Disabilities, 52(4), 383-392. Kurth,J.A., & Zagona, A. L. (2018). Involvement and Participation of Students with Severe Disabilities in SWPBIS. The Journal of Special Education, 52(3) 131–141
• Landers, E., Courtade, & G., Ryndak, D. (2012). Including Students With Severe Disabilities in School-wide Positive Behavioral Interventions and Supports: Perceptions of State Coordinators. Research & Practice for Persons with Severe Disabilities, 37(1), 1-8
• LaVigna, G. W., & Willis, T. J. (2012). The efficacy of positive behavioural support with the most challenging behaviour: The evidence and its implications. Journal of Intellectual and Developmental Disability, 37(3), 185-195.
• Loman, S. L., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the accessibility of SWPBIS for students with severe disabilities. Journal of Positive Behavior Interventions, 20(2), 113-123.
• Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism: Longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150.
• McDonnell, J., Mathot-Buckner, C., & Ferguson, B. (1996). Transition programs for students with moderate/severe disabilities. Pacific Grove, CA: Brooks/Cole.
• Millar, J. (2004). Systematic Reviews for Policy Analyis. S. Becker and A. Byrman (ed.), Understanding Research for Socila Policy and Practice: In Themes, Methods and Approaches, Bristol: Policy Press
• OSEP Center on Positive Behavioral Interventions, 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.
• Palmes, T. and Millington, P., 2012. Positive behaviour support for a child with severe learning disability. Learning Disability Practice, 15(10). 24-27. practice (pp. 306–321). New York, NY: Routledge.
• Sheldon L. Loman, S.L., Strickland-Cohen, M, K & Walker,V. L. (2018). Promoting the Accessibility of SWPBIS for Students with Severe Disabilities, Journal of Positive Behavior Interventions, 20(2) 113–123. DOI: 10.1177/1098300717733976
• Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.
• Sugai, G., Simonsen, B., Bradshaw, C., Horner, R., & Lewis, T. J. (2014). Delivering high quality schoolwide positive behavior support. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice
• Sugai, G., Sprauge, J., R., Horner, R., H., Walker, H., M. (2000). Preventing School Violence: The Use of Office Discipline Referrals to Assess and Monitor School-Wide Discipline Interventions. Journal of Emotional and Behavioral Disorders, 8(2), 94-101.
• TASH (THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS). "Definition of the People TASH Serves. " In Critical Issues in the Lives of People with Severe Disabilities, ed. Luanna H. Meyer, Charles A. Peck, and Lou Brown. Baltimore: Brookes.1991.
• Torgerson, C. (2003). Systematic Reviews. London: Continuum International Publishing Group
• Turnbull, A. P., & Ruef, M. B. (1997). Family perspectives on inclusive lifestyle issues for people with problem behavior. Exceptional Children, 63, 211– 227.
• Turnbull, A. P., & Ruef, M.B. (1996). Family perspectives on problem behavior. Mental Retardation, 34, 280–293.
• Voorhees, M. D, Walker, V. L, Snell, M. E., & Smith C. G (2013). A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children’s Challenging Behavior. University of Virginia Research & Practice for Persons with Severe Disabilities, 38,( 3), 173–185 doi: 10.1177/154079691303800304
• Walker, V. L, Loman, S. L., Hara, M., Park, L. K., & Strickland-Cohen M. K. (2018). Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports. Research and Practice for Persons with Severe Disabilities, 43(4), 223–238. DOI: 10.1177/1540796918779370