Turkish Special Education Teachers' Reported Use of Positive and Reductive Interventions for Problem Behaviors:An Examination of the Variables Associated With Use


Turan Y., Erbas D. , Ozkan S. Y. , Kurkuoglu B. U.

JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS, cilt.12, ss.211-221, 2010 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 12 Konu: 4
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1177/1098300709340700
  • Dergi Adı: JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
  • Sayfa Sayıları: ss.211-221

Özet

The purpose of this survey study was to determine the following: (a) What strategies do Turkish special education teachers use to address problem behaviors in their classroom? (b) What are teachers' views with regard to the effectiveness and acceptability of these strategies? (c) Is there a relationship between the use of strategies and teachers' perceived effectiveness and acceptability? and (d) Are differences among teacher ratings of strategy use, effectiveness, and acceptability associated with teacher characteristics (e. g., area of specialization, years of experience)? Results revealed that Turkish teachers' views of acceptability and effectiveness of strategies varied; however, in general, their ratings of positive strategies were higher than their ratings of reductive strategies. Results are discussed in the context of current literature, and directions for further research are suggested.