Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child's individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.Keywords: conjoint behavioral consultation, autism spectrum disorder, problem behavior, functional assessment, delayed non-concurrent multiple baseline method
Bu çalışma, üstün yetenekli ortaokul öğrencilerinin öğretmenlerinin, istenmeyen öğrenci davranışları konusundaki hizmet içi eğitim ihtiyaçlarının belirlenmesini amaçlamıştır. Yarı yapılandırılmış görüşmelerden nitel veriler ile sınıf içi gözlemlerden nicel veriler elde edilmiştir. Araştırma sonucunda, öğretmenlerin öğrencilerin istenmeyen davranışlarıyla sıkça karşılaştıklar ı, bazı durumlarda kullandıkları çözüm yöntemlerinin yetersiz kaldığı ve bu konuda hizmet içi eğitime ihtiyaç duydukları belirlenmiştir.
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi ile ilgili bazı değişiklikleri önceden duyurmuştuk. Kısa bir hatırlatma yapalım.Bunlardan ilki, 2006 yılının, 7. cildinin. 2. sayısından itibaren yazarların, çalışmalarını genişletilmiş İngilizce özeti içerecek şekilde dergimize yollamaları ile ilgiliydi.İkinci duyurumuzda, Ankara Üniversitesi Yönetim Kurulunun, Üniversitemiz bünyesinde yayınlanan dergiler ile ilgili aldığı karara göre, Ankara Üniversitesi öğretim elemanlarının Üniversitemiz Bilimsel Dergilerinde yayınlanan makalelerinin aynı zamanda Üniversitemiz Açık Arşivinde de yer alacağını ve Dergimize çalışmalarını yollayan Üniversitemiz öğretim üyesi olan yazarların, yayınlanmak üzere kabul gördüğü zaman çalışmalarının Açık Arşivde de yayınlanacağını kabul etmiş olacaklarını iletmiştik.Son duyurumuz ise Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi'nin bundan böyle internet ortamında da ücretsiz olarak izlenebileceği ile ilgiliydi.
In this study, in order to prevent unwanted behaviors of gifted students at a secondary school, a 30 hours education program based on Glasser's choice theory was developed according to Taba model and implemented to subject teachers. During the development of program, in-service training needs of teachers were determined based on interviews with school administrators, counselors, teachers and classroom observations. The training program prepared in line with these needs was implemented by the researcher for ten weeks, to a group consisting of ten teachers. The program includes the ways how students' needs of belonging, power, fun and freedom can be met according to Glasser's choice theory in the school environment, activities in order to develop success identity, internal motivation and responsibility awareness in gifted students. The effectiveness of the education was evaluated by the frequency survey of the behaviors of the students applied to the teachers, teacher interviews and classroom observations. Results showed that education given to the teachers was effective in reducing unwanted behaviors of students and increased the scores of teachers' in the field of quality teacher-student interaction, creating student centered learning environment, creating quality school environment and preventive behavior management.
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