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Year 2021, Volume: 22 Issue: 1, 233 - 252, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.532583

Abstract

References

  • Acar, Ç. (2000). Zihin özürlü çocuklarla çalışan özel eğitim öğretmenlerinin sınıflarında karşılaştıkları problem davranışlar ile ilgili görüş ve önerileri [ Opinions and suggestions of special education teachers working with mentally handicapped children about the problem behaviors encountered in their classrooms] Yüksek Lisans Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational & Psychological Consultation, 11, 7-36
  • Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational & Psychological Consultation, 14, 1-25.
  • Alkan, H. B. (2007). İlköğretim öğretmenlerinin istenmeyen davranışlarla baş etme yöntemleri ve okulda şiddet [Primary school teachers' methods of coping with unwanted behavior and school violence ]Yüksek Lisans Tezi, Niğde Üniversitesi Sosyal Bilimler Enstitüsü, Niğde.
  • Atbaşı, Z., Karasu, N., & Tavil, Y. Z. (2019). Sınıf Genelinde Olumlu Davranış Desteği Programı: Check- In/Check-Out Uygulaması [Positive Behavior Support Program Throughout The Classroom: The Implementation of The Check-In/Check-Out Program]. EĞİTİM VE BİLİM. http://dx.doi.org/10.15390/EB.2018.7588
  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2002). Positive behavior support. Evolution of an applied science. Journal of Positive Behavior Interventions, 4 (2), 4–16.
  • Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44(7), 1596-1603.
  • Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., & Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226 243.
  • Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk for developing emotional or behavioral disorders. Journal of Special Education, 42, 108-126.
  • Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford.
  • Diken, I. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtilmaz, Y. (2011). Implementation of Turkish Version of First Step to Success Program for Preventing Antisocial Behaviors. Egitim ve Bilim, 36(161), 145.
  • Dunlap, G., Kincaid, D., Horner, R. H., Knoster, T., & Bradshaw, C. P. (2014). A comment on the term “positive behavior support.” Journal of Positive Behavior Interventions, 16, 133-136.
  • Erbaş, D. (2002) Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama [Preparing a positive behavioral support plan for reducing problem behaviors ] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğilim Dergisi,3(2), 41-50.
  • Erbaş, D. (2005). Olumlu davranışsal destek [ Positive behavioral support] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1), 1-18.
  • Erbaş, D., Kırcaali-İftar, G., & Tekin-İftar E. (2004). İşlevsel değerlendirme: davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci [ Functional evaluation: the process of dealing with behavioral problems and providing appropriate behaviors] (Birinci Baskı). Ankara: Kök.
  • Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 7(30), 288-310.
  • Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A., & Watson, J. (2007). Check in/check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30(1), 69-84.
  • Fixsen, D. L., & Blase, K. A. (2009). Implementation: The missing link between research and practice. FPG Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC: National Implementation Research Network.
  • Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531-540.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Louis de la Parte Florida Mental Health Institute, Publication #231.
  • Flook, L., Repetti, R. L., Ullman, J. B. (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41, 319- 327.
  • Fuchs, L. S., & Fuchs, D. (2004). What is scientifically-based research on progress monitoring? Washington, DC: National Center on Progress Monitoring, American Institute for Research.
  • Golly, A. M., Stiller, B., & Walker, H. M. (1998). First Step to Success: Replication and social validation of an early intervention program. Journal of Emotional and Behavioral Disorders, 6, 243-250.
  • Golly, A., Sprague, J., Walker, H. M., Beard, K., & Gorham, G. (2000). The First Step to Success program: An analysis of outcomes with identical twins across multiple baselines. Behavioral Disorders, 25(3), 170-182.
  • Gottfredson, D. C., & Gottfredsnon, G. D. (2002) Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343.Henry, D. B., & Schoeny, M. E. (2007). School climate and implementation of a preventive intervention. American Journal of Community Psychology, 40, 250-260.
  • Gresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 2-46.
  • Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M., & Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15, 198-205.
  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.
  • Hawken, L. H., & Horner, R. H. (2003). Evaluation of a targeted group intervention within aschool-wide system of behavior support. Journal of Behavioral Education, 12, 225-240.
  • Hawken, L. S., Adolphson, S. L., Macleod, K. S., & Schumann, J. (2009). Secondary-tier interventions and supports. In Handbook of positive behavior support (pp. 395-420). New York: Springer. Retrieved from http://dx.doi.org/10.1007/978-0- 387-09632-2_17.
  • Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101.
  • Hawken, L. S., O’Neill K.,& MacLeod, S. (2011). An ınvestigation of the ımpact of function of problem behavior on effectiveness of the behavior education program (BEP). Educatıon and Treatment of Chıldren, 34(4), 551-574.
  • Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213-225.
  • Hawken, L., Bundock, K., Barrett, C., Eber, L., Breen, K., & Philips D. (2015). Large-scale ımplementation of Check-In, Check-Out: A descriptive study Canadian. Journal of School Psychology, 30(4), 304-319.
  • Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27, 401-404.
  • Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children,42(8), 1-14.
  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions.
  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In Individualized supports for students with problem behaviors: Designing positive behavior support plans (pp. 359-390). New York: Guilford Press.
  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
  • Kauffman, A. L. (2008). Stimulus fading within Check-in/Check-out. Doctora Tezi, University of Oregon).
  • Lane, K. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An essential—but often forgotten—component of school-based interventions.
  • Lane, K. L., Parks, R. J., Kalberg, J. R., & Carter, E. W. (2007). Systematic screening at the middle school level: Score reliability and validity of the students risk screening scale. Journal of Emotional and Behavioral Disorders, 15, 209-222.
  • Lane, K.L., Kalberg, J.R., & Menzies, M.H. (2009). Developing schoolwide programs to prevent and manage problem behaviour: A step by step approach. Guildfordm. Educatıon and Treatment of Chıldren, 35(1), 51-90.
  • Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712.
  • Lawrence, J. S., Jefferson, K. W., Alleyne, E., & Brasfield, T.Stage, S. A., Cheney, D., & Lynass, L. (2012). Three validity studies of the daily progress report in relationship to the check, connect, and expect intervention. Journal of Positive Behavior Interventions, 14, 181-191.
  • Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.
  • Lien-Thorne, S., & Kamps, D. ( 2005). Replication study of the first step to success early intervention program. Behavioral Disorders, 31(1), 18-32.Luiselli, J. K., Putnam, R. F., & Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavior Interventions, 4, 182-188.
  • Luiselli, J., Putnam, R., Handler, M., & Feinberg, A. (2005). Whole-school positive behavior support: Effects on student discipline problems and academic performance. Educational Psychology, 25(2-3), 183-198.
  • McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the behavior education program. Preventing School Failure, 51, 12- 19.
  • McDaniel, S. C., Houchins, D. E., & Robinson, C. (2015). The Effects of Check, Connect, and Expect on Behavioral and Academic Growth. Journal of Emotional and Behavioral Disorders, 1063426615573262.
  • Mong, D. M., Johnson, N. K., & Mong, W. K. (2011). Effects of Check-in/checkout on behavioral ındices and mathematics. Generalization Behavioral Disorders, 36 (4), 225-240.
  • Melekoglu, M., Bal, A., & Diken, İ. H. (2017). Implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) for Early Identification and Prevention of Problem Behaviors in Turkey. International Journal of Early Childhood Special Education, 9(2), 98-110.
  • Noell, G. H., & Gansle, K. A. (2009). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. Psychology in the Schools, 46(1), 79-89.
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  • Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259.
  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M. & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.
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  • Walker, H. M. (1998). First steps to prevent antisocial behavior. Teaching Exceptional Children, 30,16-19.
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Okul Çapında Olumlu Davranışsal Destek Modeli ve İkincil Düzey Müdahalelere Bakış

Year 2021, Volume: 22 Issue: 1, 233 - 252, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.532583

Abstract

Öğrencilerin temel sosyal becerilerini geliştirmeye odaklanan Okul Genelinde Olumlu Davranışsal Destek (OGODD), problem davranışları belirleyerek uygun davranışları öğretmek için veriye dayalı bir sistem kullanmaktadır. OGODD ekip çalışmasına dayanan, anaokulundan, liseye kadar pek çok okul ve kademesinde uygulanan bir yapı özelliği taşımaktadır. Okuldaki bütün öğrencileri kapsayan OGODD, tüm öğrencilere ve okul personeline güvenli ve olumlu okul ortamı sunmaktadır. Sunulan destekler okul genelinde, sınıfta ve bireysel müdahaleler biçiminde yürütülmektedir. Her okulun kendine özgü kapsamlı bir sistem kurmasına olanak sağlayan OGODD, öğrencilere yönelik tüm desteği kanıta dayalı olarak sunan bir sistem yaklaşımıdır. OGODD çeşitli stratejiler yoluyla ulaşılan ana bileşenleri bulunan bir yaklaşım olmasına rağmen paket bir program değildir ve üç aşamalı piramit modeliyle açıklanmaktadır. Üç aşamalı bu modelde okuldaki tüm öğrencilerin ihtiyaçlarına yönelik uygulamalar bulunmaktadır. Bu çalışmanın amacı,  OGODD modelinin çerçevesini, bu çerçevede sunulan ikincil düzey müdahaleleri ve ikincil düzey müdahalelerde, öğrencilerin ihtiyaçlarını en iyi şekilde karşılanmasını sağlamaya yönelik yapılması gerekenleri tanımlamaktır. Ayrıca, okulların ikincil düzey müdahalelerini hem başlangıç hem de devam eden uygulanma sürecinde nasıl planladığını açıklayarak gelecekteki araştırma ve uygulamalara ışık tutmak amaçlanmıştır.

References

  • Acar, Ç. (2000). Zihin özürlü çocuklarla çalışan özel eğitim öğretmenlerinin sınıflarında karşılaştıkları problem davranışlar ile ilgili görüş ve önerileri [ Opinions and suggestions of special education teachers working with mentally handicapped children about the problem behaviors encountered in their classrooms] Yüksek Lisans Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational & Psychological Consultation, 11, 7-36
  • Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational & Psychological Consultation, 14, 1-25.
  • Alkan, H. B. (2007). İlköğretim öğretmenlerinin istenmeyen davranışlarla baş etme yöntemleri ve okulda şiddet [Primary school teachers' methods of coping with unwanted behavior and school violence ]Yüksek Lisans Tezi, Niğde Üniversitesi Sosyal Bilimler Enstitüsü, Niğde.
  • Atbaşı, Z., Karasu, N., & Tavil, Y. Z. (2019). Sınıf Genelinde Olumlu Davranış Desteği Programı: Check- In/Check-Out Uygulaması [Positive Behavior Support Program Throughout The Classroom: The Implementation of The Check-In/Check-Out Program]. EĞİTİM VE BİLİM. http://dx.doi.org/10.15390/EB.2018.7588
  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2002). Positive behavior support. Evolution of an applied science. Journal of Positive Behavior Interventions, 4 (2), 4–16.
  • Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44(7), 1596-1603.
  • Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., & Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226 243.
  • Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk for developing emotional or behavioral disorders. Journal of Special Education, 42, 108-126.
  • Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford.
  • Diken, I. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtilmaz, Y. (2011). Implementation of Turkish Version of First Step to Success Program for Preventing Antisocial Behaviors. Egitim ve Bilim, 36(161), 145.
  • Dunlap, G., Kincaid, D., Horner, R. H., Knoster, T., & Bradshaw, C. P. (2014). A comment on the term “positive behavior support.” Journal of Positive Behavior Interventions, 16, 133-136.
  • Erbaş, D. (2002) Problem davranışların azaltılmasında olumlu davranışsal destek planı hazırlama [Preparing a positive behavioral support plan for reducing problem behaviors ] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğilim Dergisi,3(2), 41-50.
  • Erbaş, D. (2005). Olumlu davranışsal destek [ Positive behavioral support] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1), 1-18.
  • Erbaş, D., Kırcaali-İftar, G., & Tekin-İftar E. (2004). İşlevsel değerlendirme: davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci [ Functional evaluation: the process of dealing with behavioral problems and providing appropriate behaviors] (Birinci Baskı). Ankara: Kök.
  • Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 7(30), 288-310.
  • Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A., & Watson, J. (2007). Check in/check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30(1), 69-84.
  • Fixsen, D. L., & Blase, K. A. (2009). Implementation: The missing link between research and practice. FPG Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC: National Implementation Research Network.
  • Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531-540.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Louis de la Parte Florida Mental Health Institute, Publication #231.
  • Flook, L., Repetti, R. L., Ullman, J. B. (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41, 319- 327.
  • Fuchs, L. S., & Fuchs, D. (2004). What is scientifically-based research on progress monitoring? Washington, DC: National Center on Progress Monitoring, American Institute for Research.
  • Golly, A. M., Stiller, B., & Walker, H. M. (1998). First Step to Success: Replication and social validation of an early intervention program. Journal of Emotional and Behavioral Disorders, 6, 243-250.
  • Golly, A., Sprague, J., Walker, H. M., Beard, K., & Gorham, G. (2000). The First Step to Success program: An analysis of outcomes with identical twins across multiple baselines. Behavioral Disorders, 25(3), 170-182.
  • Gottfredson, D. C., & Gottfredsnon, G. D. (2002) Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343.Henry, D. B., & Schoeny, M. E. (2007). School climate and implementation of a preventive intervention. American Journal of Community Psychology, 40, 250-260.
  • Gresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 2-46.
  • Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M., & Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15, 198-205.
  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.
  • Hawken, L. H., & Horner, R. H. (2003). Evaluation of a targeted group intervention within aschool-wide system of behavior support. Journal of Behavioral Education, 12, 225-240.
  • Hawken, L. S., Adolphson, S. L., Macleod, K. S., & Schumann, J. (2009). Secondary-tier interventions and supports. In Handbook of positive behavior support (pp. 395-420). New York: Springer. Retrieved from http://dx.doi.org/10.1007/978-0- 387-09632-2_17.
  • Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101.
  • Hawken, L. S., O’Neill K.,& MacLeod, S. (2011). An ınvestigation of the ımpact of function of problem behavior on effectiveness of the behavior education program (BEP). Educatıon and Treatment of Chıldren, 34(4), 551-574.
  • Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213-225.
  • Hawken, L., Bundock, K., Barrett, C., Eber, L., Breen, K., & Philips D. (2015). Large-scale ımplementation of Check-In, Check-Out: A descriptive study Canadian. Journal of School Psychology, 30(4), 304-319.
  • Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27, 401-404.
  • Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children,42(8), 1-14.
  • Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions.
  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In Individualized supports for students with problem behaviors: Designing positive behavior support plans (pp. 359-390). New York: Guilford Press.
  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
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There are 71 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Zehra Atbaşı

Publication Date March 2, 2021
Published in Issue Year 2021 Volume: 22 Issue: 1

Cite

APA Atbaşı, Z. (2021). Okul Çapında Olumlu Davranışsal Destek Modeli ve İkincil Düzey Müdahalelere Bakış. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 233-252. https://doi.org/10.21565/ozelegitimdergisi.532583

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