Supporting Social-Emotional Development of Young Children: Pyramid Model

Öz

Supporting the social-emotional development of children in the preschool period is of critical importance for children in terms of learning, behavior, and social acceptance. For this reason, supporting the social-emotional development of preschool children by teachers is very important in terms of children's development and learning processes. In recent years, there are many preventative and remedial strategies and intervention approaches that have been proven by research to support the social-emotional development and learning processes of young children. One of these intervention approaches is the Pyramid Model. In this study, it is aimed to introduce the Pyramid Model, which is one of the preventive intervention programs developed to support the social-emotional development of children in the preschool age group and to prevent problem behaviors. For this reason, all aspects of the Pyramid Model, which is pedagogically compatible with the curriculum and functioning in this context, are discussed in this study. It is thought that the introduction of the Pyramid Model will guide early childhood studies that aim to support the social-emotional development of young children in the national literature.

Anahtar Kelimeler

• Pyramid Model
• social-emotional development
• early intervention
• behavior problem

Küçük Çocukların Sosyal-Duygusal Gelişiminin Desteklenmesinde Piramit Modeli

Öz

Okul öncesi dönemde çocukların sosyal-duygusal gelişiminin desteklenmesi çocuklar için öğrenme, davranış ve sosyal kabul açısından kritik öneme sahiptir. Bu nedenle öğretmenler tarafından okul öncesi dönemdeki çocukların sosyal-duygusal gelişimlerinin desteklenmesi, çocukların gelişimi ve öğrenme süreçleri açısından oldukça önemlidir. Son yıllarda küçük çocukların sosyal-duygusal gelişimini ve öğrenme süreçlerini desteklemeye yönelik önleyici ve iyileştirici nitelikte, etkililiği araştırmalar tarafından kanıtlanmış birçok strateji ve müdahale yaklaşımı bulunmaktadır. Bu müdahale yaklaşımlarından biri de Piramit Modelidir. Bu çalışmada, okulöncesi yaş grubundaki çocukların sosyal-duygusal gelişimlerini desteklemek ve problem davranışlarını önlemek amacıyla geliştirilen önleyici müdahale programlarından biri olan Piramit Modelinin tanıtılması amaçlanmaktadır. Bu nedenle çalışmada, müfredat programlarıyla pedagojik açıdan uyumlu olan ve bu bağlamda işlevsellik gösteren Piramit Modelinin aşamaları tüm yönleriyle ele alınmaktadır. Piramit Modelinin tanıtılmasının ulusal alanyazında küçük çocukların sosyal-duygusal gelişimlerini desteklemeyi hedefleyen erken çocukluk dönemi araştırmalarına yol göstereceği düşünülmektedir.

Anahtar Kelimeler

• Piramit Modeli
• Sosyal-Duygusal Gelişim
• Erken Müdahale
• Problem Davranış

Kaynakça

1. Adams, J. M. (2012). Assessing the effectiveness of individualized behavior support interventions for children with challenging behavior in early care and education settings (Unpublished doctoral dissertation). Vanderbilt University.
2. Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R., Eber, L., & Tobin, T. (2010). Evaluation blueprint for school-wide positive behavior support. National Technical Assistance Center on Positive Behavior Interventions and Support. www.pbis.org/evaluation/evaluation_blueprint.aspx
3. Altun-Könez, N. (2017). Olumlu davranış destekleri: Sorunlu davranışların yönetimi ve önlenmesi. H. Bakkaloğlu & B. Sucuoğlu (Çev. Ed.). Okulöncesinde bütünleştirmeyi hayata geçirme (ss.195-218) içinde. Nobel Akademik Yayıncılık.
4. Arıkan, A., Fernie, D. E., & Kantor, R. (2017). Supporting the professional development of early childhood teachers in head start: A case of acquiring technology proficiency. İlköğretim Online, 16(4), 1829-1849. http://doi.org/10.17051/ilkonline.2017.342996
5. Artman-Meeker, K. M., & Hemmeter, M. L. (2013). Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in Early Childhood Special Education, 33(2), 112-123. https://doi.org/10.1177/0271121412447115
6. Artman-Meeker, K., Hemmeter, M. L., & Snyder, P. (2014). Effects of distance coaching on teachers' use of pyramid model practices: A pilot study. Infants & Young Children, 27(4), 325-344. http://doi.org/10.1097/IYC.0000000000000016
7. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The head start REDI program. Child Development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x
8. Brandon, R. N. and Martinez-Beck, I. (2006). Estimating the size and characteristics of the United States early care and education workforce. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 49–76). Brookes.

9. Center on the Social and Emotional Foundations for Early Learning. (2018). Pyramid Model for supporting social emotional competence in infants and young children. http://www.gunnison.colostate.edu/ecc/ecc_docs/csefel.pdf
10. Clegg, J. A., & Standen, P. J. (1991). Friendship among adults who have developmental disabilities. American Journal on Mental Retardation, 95(6), 663-671.
11. Crick, N. R., Ostrov, J. M., & Werner, N. E. (2006). A longitudinal study of relational aggression, physical aggression, and children's social–psychological adjustment. Journal of Abnormal Child Psychology, 34(2), 127-138. http://doi.org/10.1007/s10802-005-9009-4
12. Cristóvão, A. M., Candeias, A. A., & Verdasca, J. (2017). Social and emotional learning and academic achievement in Portuguese schools: A bibliometric study. Frontiers in Psychology, 8, 1-12. https://doi.org/10.3389/fpsyg.2017.01913
13. Çelik, S., Arikan, A., Diken, I. H., Aksoy, F., Çolak, A., & Tomris, G. (2016). Effectiveness of the Preschool Version of the First Step to Success Early Intervention Program for preventing antisocial behaviors. Educational Sciences: Theory and Practice, 16(2), 511-535. https://doi.org/10.12738/estp.2016.2.0317
14. Davis, E., Priest, N., Davies, B., Sims, M., Harrison, L., Herrman, H. & Cook, K. (2010). Promoting children’s social and emotional wellbeing in childcare centers within low socioeconomic areas: Strategies, facilitators, and challenges. Australasian Journal of Early Childhood, 35(3), 1–16. https://doi.org/10.1177/183693911003500310
15. Davis, E., Young, D., Corr, L., & Cook, K. (2012). Organizational capacity building in childcare: Promoting children’s mental health. International Journal of Mental Health Promotion, 14(5), 264–275. https://doi.org/10.1080/14623730.2013.784595
16. DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers' treatment implementation integrity and students’ inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447-461. https://doi.org/10.1901/jaba.2007.40-447
17. Diken, İ. H., Cavkaytar, A., Batu, S., Bozkurt, F., & Kurtyılmaz, Y. (2010). Proje ADYEP: Anasınıfı, ilköğretim birinci ve ikin¬ci sınıflarında anti sosyal davranışları önlemeye yönelik bir er¬ken müdahale programının etkililiği (Proje No: 206K165). Türkiye Bilimsel ve Teknolojik Araştırma Kurumu.
18. Domínguez, X., Vitiello, V. E., Fuccillo, J. M., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2011). The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning. Journal of School Psychology, 49(2), 175-195. https://doi.org/10.1016/j.jsp.2010.11.002
19. Dunlap, G., & Fox, L. (2015). The Pyramid Model: PBS in early childhood programs and its relation to school-wide PBS. Pyramid Model Consortium. https://challengingbehavior.cbcs.usf.edu/docs/Pyramid-Model_PBS-early-childhood-programs_Schoolwide-PBS.pdf
20. Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B., & Sowell, C. (2006). Prevention and intervention with young children’s challenging behavior: A summary and perspective regarding current knowledge. Behavioral Disorders, 32(1), 29–45. https://doi.org/10.1177/019874290603200103
21. Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. High/Scope.
22. Eurydice Türkiye Birimi. (2009). Avrupa’da erken çocukluk eğitimi ve bakımı: Sosyal ve kültürel eşitsizliklerle ilgilenmek. Du ve Se Ajans.
23. Fettig, A., & Artman-Meeker, K. (2016). Group coaching on pre-school teachers’ implementation of Pyramid Model strategies: A program description. Topics in Early Childhood Special Education, 36(3), 147-158. https://doi.org/10.1177/0271121416650049
24. Fox, L., & Hemmeter, M. L. (2009). A program-wide model for supporting social emotional development and addressing challenging behavior in early childhood settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 177–202). Springer.
25. Fox, L., Carta, J., Strain, P. S., Dunlap, G., & Hemmeter, M. L. (2010). Response to intervention and the Pyramid Model. Infants & Young Children, 23(1), 3-13. http://doi.org/10.1097/IYC.0b013e3181c816e2
26. Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48–52.
27. Fox, L., Hemmeter, M. L., & Jack, S. (2010). Early childhood program-wide PBS benchmarks of quality (Unpublished instrument). University of South Florida.
28. Fox, L., Hemmeter, M. L., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31(3), 178-192. https://doi.org/10.1177/0271121411404440
29. Fullerton, E. K., Conroy, M. A., & Correa, V. I. (2009). Early childhood teachers’ use of specific praise statements with young children at risk for behavioral disorders. Behavioral Disorders, 34(3), 118–135. https://doi.org/10.1177/019874290903400302
30. Gartrell, D., & Gartrell, D. (2004). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Thomson/Delmar Learning.
31. Gizir, Z. (2002). Anaokuluna devam eden dört-beş yas çocuklarında sosyal davranışların gelişimi ile benlik saygısı arasında ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Ankara Üniversitesi. Gordon, R.S. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107–109.
32. Günder, E. (2011, Eylül). Okul öncesi dönemde çocukların sosyal uyum becerilerinin değerlendirilmesi [Sözlü sunum]. 20. Eğitim Bilimleri Kurultayı, Mehmet Akif Ersoy Üniversitesi, Burdur.
33. Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241-246. https://doi.org/10.1007/s10643-006-0139-2
34. Harkins, D. M. (2013). Coaching in the context of social-emotional development: Implications for targeted early childhood professional development. University of California.
35. Heinze, L. K. (2013). Effects of puppet teaching strategies through social emotional teaching pyramid in an integrated preschool classroom (Unpublished doctoral dissertation). Southwest Minnesota State University.
36. Hemmeter, M. L., & Conroy, M. A. (2018). Advancement of evidence-based programs for young children with social and emotional learning difficulties. School Mental Health, 10(3), 199–201. https://doi.org/10.1007/s12310-018-9275-2
37. Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA DIALOG, 12(2), 133-147. https://doi.org/10.1080/15240750902774718
38. Hemmeter, M. L., Fox, L., & Snyder, P. (2008). Teaching Pyramid Observation Tool—Research Edition (Unpublished assessment instrument). Vanderbilt University.
39. Hemmeter, M. L., Fox, L., & Snyder, P. (2014). Teaching Pyramid Observation Tool—Research Edition [Manual]. Brookes.
40. Hemmeter, M. L., Fox, L., & Snyder, P., (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 85-101). Brookes.
41. Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of training and coaching with performance feedback on teachers’ use of Pyramid Model practices. Topics in Early Childhood Special Education, 35(3), 144-156. https://doi.org/10.1177/0271121415594924
42. Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 581-6013. https://doi.org/10.1080/02796015.2006.12087963
43. Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146. https://doi.org/10.1177/0271121416653386
44. Hemmeter, M. L., Snyder, P., & Fox, L. (2017). Using the Teaching Pyramid Observation Tool (TPOT) to support implementation of social–emotional teaching practices. School Mental Health, 10(3), 202-213. https://doi.org/10.1007/s12310-017-9239-y
45. Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.). Individualized supports for students with problem behavior: Designing positive behavior plans. (pp. 359-390). Guilford Press.
46. Joseph, G., & Strain, P. S. (2010). Teaching young children interpersonal problem-solving skills. Young Exceptional Children, 13(3), 28-40. https://doi.org/10.1177/1096250610365144
47. Kalkan, S. (2019). Sosyal-duygusal gelişimi risk altında olan okul öncesi çocuklarına yönelik piramit modeline dayalı uygulama temelli koçluk desteği içeren öğretmen mesleki gelişim programının etkililiği (Yayımlanmamış doktora tezi). Gazi Üniversitesi.
48. Kalkan, S. & Rakap, S. (2021). Okul öncesi dönemde sosyal-duygusal gelişimin desteklenmesi: Piramit Modeli ile ilgili çalışmaların gözden geçirilmesi ve ayrıntılı bibliyografisi. Yaşadıkça Eğitim, 35(2), 311-332. https://doi.org/10.33308/26674874.2021352280
49. Karaoğlu, H., & Ünüvar, P. (2017). Okul öncesi dönem çocuklarının gelişim özellikleri ve sosyal beceri düzeyleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (43), 231-254.
50. Kim, J., Murdock, T., & Choi, D. (2005). Investigation of parents' beliefs about readiness for kindergarten: An examination of National Household Education Survey (NHES: 93). Educational Research Quarterly, 29(2), 3-17.
51. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279–299. https://doi.org/10.1177/0888406410371643
52. Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19. https://doi.org/10.1177/004005991104300501
53. Lam, L. T., & Wong, E. M. (2017). Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong. International Journal of Child Care and Education Policy, 11(15), 51-14. https://doi.org/10.1186/s40723-017-0031-0
54. Lucyshyn, J.M., Dunlap, G., & Freeman, R. (2015). A historical perspective on the evolution of positive behavior support as a science-based discipline. In F. Brown, J. Anderson, & R. DePry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 3-25). Paul H. Brookes Publishing.
55. Luo, L., Snyder, P., Clark, C. L., & Hong, X. (2017). Preschool teachers' use of Pyramid Model practices in Mainland China. Infants & Young Children, 30(3), 221-237. https://doi.org/10.1097/IYC.0000000000000096
56. Lynch, S. A., & Simpson, C. G. (2010). Social skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3-12.
57. McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33-47.
58. Meadan, H., & Jegatheesan, B. (2010). Classroom pets and young children. YC Young Children, 65(3), 70-77.
59. Meece, D., & Soderman, A. K. (2010). Positive verbal environments: Setting the stage for young children’s social development. Young Children, 65(5), 81–86.
60. National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? https://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
61. O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33-84. https://doi.org/10.3102/0034654307313793
62. Ocak, Ş., & Arda, T. B. (2014). Okul öncesi dönemde önleyici müdahale edici programların karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 171-188.
63. Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn together. YC Young Children, 65(1), 104-110.
64. Özyürek, A. (2015). Okul öncesi çocukların sosyal beceri düzeyleri ile anne tutumları arasındaki ilişkinin incelenmesi. Milli Eğitim Dergisi, 106-120.
65. Pianta, R.C., La Paro, K.M., & Hamre, B.K. (2008). Classroom assessment scoring system manual: Pre-K. Paul H. Brookes Publishing.
66. Pierce, J., & Johnson, C. L. (2010). Problem solving with young children using persona dolls. Young Children, 65(6), 106-108.
67. Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. Aksoy, V. (Ed.), Özel eğitim (ss. 181-211) içinde. Pegem Akademi.
68. Rakap, S., & Parlak‐Rakap, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19(1), 79-96. https://doi.org/10.1080/1350293X.2011.548946
69. Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25. http://doi.org/10.20489/intjecse.454103
70. Rashid, H. M. (2009). From brilliant baby to child placed at risk: The perilous path of African American boys in early childhood education. The Journal of Negro Education, 7(3), 347–358. Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2009) (Eds). Handbook of positive behavior support. Springer.
71. Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42(6), 1116-1127. https://doi.org/10.1037/0012-1649.42.6.1116
72. Senemoğlu, N. (2018). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya (25. baskı). Anı Yayıncılık.
73. Simeonsson, R.J. (1991). Primary, secondary, and tertiary prevention in early intervention. Journal of Early Intervention, 15, 124–134.
74. Snyder, P. A., Hemmeter, M. L., Fox, L., Bishop, C. C., & Miller, M. D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool–Pilot Version. Journal of Early Intervention, 35(2), 150-172.
75. Snyder, P., & Wolfe, B. (2008). The big three process components of effective professional development: Needs assessment, evaluation, and follow-up. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13–52.). Zero to Three.
76. Snyder, P., Hemmeter, M. L., Artman, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188–212.
77. Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232.
78. Snyder, P., McLaughlin, T., & Denney, M. (2011). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (Series Ed.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality (pp. 716-730). Routledge.
79. Strain, P. S., & Timm, M. A. (2001). Remediation and prevention of aggression: An evaluation of the Regional Intervention Program over a quarter century. Behavioral Disorders, 26(4), 297-313. https://doi.org/10.1177/019874290102600409
80. Sucuoğlu, B., & Bakkaloğlu, H. (2015). Okul öncesinde kaynaştırma: Öğretmen eğitimi. Pegem Akademi.
81. Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H.R. III, Wickham, D., Ruef, M., & Wilcox, B. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
82. Technical Assistance Center on Social Emotional Intervention for Young Children. (2018). Creating teaching tools for young children with challenging behaviors: Folder four-turtle technique. http://challengingbehavior.cbcs.usf.edu/TACSEI/do/resources/teaching_tools/ttyc_toc.htm
83. Trivette, C. M., Raab, M., & Dunst, C. J. (2012). An evidence-based approach to professional development in Head Start classrooms. NHSA Dialog, 15(1), 41-58. https://doi.org/10.1080/15240754.2011.636489
84. Türk Eğitim Derneği. (2017). Türkiye’de erken çocukluk eğitimi ve bakımı: Mevcut durum ve öneriler. https://tedmem.org/download/turkiyede-erken-cocukluk-egitimi-bakimi-mevcut-durum-oneriler?wpdmdl=2430
85. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J., 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.
86. Walker, H. M., Severson, H. H., & Feil, E. G. (1995). Early screening project manual. Sopris West.
87. Waltz, M. (2013). The importance of social and emotional development in young children. https://childrensacademyonline.net/wpcontent/uploads/2013/01/Importanceof-SEL-In-Early-Childhood-Devt.pdf
88. Wright, J. D., & Steed, E. A. (2021). Implementing the Pyramid Model in a turnaround elementary school. Preventing School Failure: Alternative Education for Children and Youth, 1-9. https://doi.org/10.1080/1045988X.2021.1898320
89. Yücesoy-Özkan, Ş. (2013). Okul öncesi sınıflarında sınıf yönetimi ve problem davranışların kontrolü. B. Sucuoğlu & H. Bakkaloğlu (Eds.), Okul öncesinde kaynaştırma: Ne, ne zaman, nerede, neden, nasıl, kim? (ss. 191-260) içinde. Kök Yayıncılık.
90. Zirpoli, T., & Melloy, K. (1997). Behavior management: Applications for teachers and partners (2nd edition). Prentice Hall.