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    The effect of peer-mediated skill generalisation activities on the social acceptance of individuals with special needs in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2024) Yildirim, A. Emel Sardohan; Atbasi, Zehra; Erol, Erkan
    The acceptance of students with special needs by their peers with typical development is of critical prominence for students with special needs. This study, which uses the mixed method as the research design, aims to find out the effectiveness of the same-age tutoring method in order to determine the effect of peer-mediated skill generalisation techniques on the social acceptance of students with special needs in Konya, Turkey. The study utilised a mixed-method quasi-experimental research design. The study group consists of 16 students with typical development (11 years old) and 4 students with special needs (10-13 years old). Both student groups are attending a state primary school in Konya, Turkey. The social acceptance scale and Peer-Mediated Skill Generalisation Activities have been used as data collection tools. The quantitative data was analysed using the statistical analysis method, whereas the qualitative data was analysed using descriptive analysis. Following the study, it has been concluded that there are meaningful differences between the pre-test and post-test scores of the social acceptance of students with special needs by their peers with typical development who conducted the skill generalisation activities.
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    Identifying Challenging Behaviors Demonstrated by Students in Schools and Interventions for the Challenging Behaviors
    (Cukurova Univ, 2019) Karasu, Necdet; Sert, Cihan; Demirtas, Senol; Atbasi, Zehra; Aykut, Cigil
    The aim of this study is to identify the challenging behaviors of the students and interventions for these behaviors according to the views of the educational staff. The sample was planned within the scope of descriptive qualitative research, and consists of 54 participants working in the primary and secondary schools of the Ministry of Education in Ankara province. The data were collected through semi-structured interview forms. As a result of content analysis, two main themes, including violenceaggression and disobedience were determined according to views of the participants. The most common challenging behaviors defined by the students under the main theme of violence-aggression were hitting and swearing, while the most frequently referred behavior was talking without permission under disobedience theme. Two main themes are also identified as interfering approach and preventive approach under the title of intervention types for challenging behaviors. The most applied approach is interviewing with families, while the least applied approach is office referrals in interfering approach. The most common approach is organizing trainings, while the least applied approach is teaching rules in preventive approach..
  • Küçük Resim Yok
    Öğe
    Identifying Challenging Behaviors Demonstrated by Students in Schools and Interventions for the Challenging Behaviors
    (Cukurova Univ, 2019) Karasu, Necdet; Sert, Cihan; Demirtas, Senol; Atbasi, Zehra; Aykut, Cigil
    The aim of this study is to identify the challenging behaviors of the students and interventions for these behaviors according to the views of the educational staff. The sample was planned within the scope of descriptive qualitative research, and consists of 54 participants working in the primary and secondary schools of the Ministry of Education in Ankara province. The data were collected through semi-structured interview forms. As a result of content analysis, two main themes, including violenceaggression and disobedience were determined according to views of the participants. The most common challenging behaviors defined by the students under the main theme of violence-aggression were hitting and swearing, while the most frequently referred behavior was talking without permission under disobedience theme. Two main themes are also identified as interfering approach and preventive approach under the title of intervention types for challenging behaviors. The most applied approach is interviewing with families, while the least applied approach is office referrals in interfering approach. The most common approach is organizing trainings, while the least applied approach is teaching rules in preventive approach..