PROBLEM DAVRANIŞLARIN AZALTILMASINDA İŞLEVSEL İLETİŞİM ÖĞRETİMİNİN ÖNEMİ
Özet Görüntüleme: 19
/ 
PDF İndirme: 11
DOI:
https://doi.org/10.5281/zenodo.14576766Anahtar Kelimeler:
Problem Davranış, Öğretim Yöntemi, İşlevsel İletişimÖzet
Bu makalenin amacı, ilgili literatür kapsamında problem davranışların azaltılmasında işlevsel iletişim öğretiminin önemini incelemektir. Problem davranışların bireylerin sosyal, akademik ve kişisel gelişimlerini olumsuz etkilediği, özellikle eğitim ortamlarında başarıyı ve sosyal uyumu engellediği belirtilmektedir. İşlevsel iletişim öğretimi, bireylerin ihtiyaç ve duygularını etkili bir şekilde ifade etmelerini sağlayarak, problem davranışların azalmasında kritik bir rol oynamaktadır. Literatürde işlevsel iletişim becerilerinin kazandırılmasının, bireylerin öz düzenleme, sosyal uyum ve duygusal zekâlarını artırdığı vurgulanmaktadır. Özel gereksinimli bireyler açısından, iletişim becerilerinin geliştirilmesi, problem davranışların azaltılmasına ve yaşam kalitesinin artmasına katkı sağlamaktadır. Ayrıca, işlevsel iletişim öğretiminin eğitimciler için stres yönetiminde bir araç olduğu ve daha olumlu bir öğrenme ortamı yarattığı ifade edilmektedir. Bireyin ihtiyaç duyduğu iletişim becerilerini geliştirmek, onların sosyal ve duygusal sağlığını desteklemekle kalmayıp, aynı zamanda problem davranışlarının önlenmesine ve azaltılmasına yardımcı olmaktadır. Sonuç olarak, eğitim ortamlarında problem davranışların azaltılması için işlevsel iletişim öğretimine yönelik sistematik ve süreklilik arz eden bir yaklaşım benimsemenin önemli olduğu ifade edilebilir.
Referanslar
Amstad, M., & Müller, C. M. (2020, January). Students' problem behaviors as sources of teacher stress in special needs schools for individuals with intellectual disabilities. In Frontiers in Education (Vol. 4, p. 159). Frontiers Media SA.
Ariratana, W., Sirisookslip, S., & Ngang, T. K. (2015). Development of leadership soft skills among educational administrators. Procedia-Social and Behavioral Sciences, 186, 331-336.
Armstrong, E., & Ferguson, A. (2010). Language, meaning, context, and functional communication. Aphasiology, 24(4), 480-496.
Bambacas, M., & Patrickson, M. (2009). Assessment of communication skills in manager selection: Some evidence from Australia. Journal of Management Development, 28(2), 109-120.
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.
Barnish, M. S., & Barran, S. M. (2020). A systematic review of active group-based dance, singing, music therapy and theatrical interventions for quality of life, functional communication, speech, motor function and cognitive status in people with Parkinson’s disease. BMC neurology, 20, 1-15.
Baumeister, R. F., & Vohs, K. D. (2004). Self-regulation. Character strengths and virtues: A handbook and classification, 499-516.
Bell, J., & Condren, M. (2016). Communication strategies for empowering and protecting children. The Journal of Pediatric Pharmacology and Therapeutics, 21(2), 176-184.
Binns, A. V., Hutchinson, L. R., & Cardy, J. O. (2019). The speech-language pathologist’s role in supporting the development of self-regulation: A review and tutorial. Journal of communication disorders, 78, 1-17.
Brackett, M. A., & Rivers, S. E. (2014). Transforming students' lives with social and emotional learning. Phi Delta Kappan.
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of applied behavior analysis, 18(2), 111-126.
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., ... & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of positive behavior interventions, 4(1), 4-16. ce. Journal of Positive Behavior Interventions, 4(2), 69-75.
Cipani, E., & Morrow, R. (1992). Educational assessment. In Learning disabilities: Nature, theory, and treatment (pp. 61-95). New York, NY: Springer New York.
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2003). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 105(6), 1095-1100.
Dunlap, G., Ester, T., Langhans, S., & Fox, L. (2006). Functional communication training with toddlers in home environments. Journal of early intervention, 28(2), 81-96.
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24(2), 251-264.
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of applied behavior analysis, 24(2), 251-264.
Durand, V. M., & Merges, E. (2001). Functional communication training: A contemporary behavior analytic intervention for problem behaviors. Focus on autism and other developmental disabilities, 16(2), 110-119.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development.
Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents: Guidelines for assessment and training procedures. School Psychology International, 12(1-2), 63-83.
Foxx, R. M. (2008). Applied behavior analysis treatment of autism: The state of the art. Child and Adolescent Psychiatric Clinics of North America, 17(4), 821-834.
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of applied behavior analysis, 54(1), 122-143.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and policy in schools, 4(3), 221-239.
Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105.
Hirvikoski, T., Jonsson, U., Halldner, L., Lundequist, A., de Schipper, E., Nordin, V., & Bölte, S. (2015). A systematic review of social communication and interaction interventions for patients with autism spectrum disorder. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 3(3), 147-168.
Hoffman, E. M. (2014). Faculty and student relationships: Context matters. College Teaching, 62(1), 13-19.
Hune, J. B., & Nelson, C. M. (2002). Effects of teaching a problem-solving strategy on preschool children with problem behavior. Behavioral Disorders, 27(3), 185-207.
Lindgren, S., Wacker, D., Schieltz, K., Suess, A., Pelzel, K., Kopelman, T., ... & O’Brien, M. (2020). A randomized controlled trial of functional communication training via telehealth for young children with autism spectrum disorder. Journal of autism and developmental disorders, 50, 4449-4462.
Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., & Phillips, B. M. (2017). Does preschool self-regulation predict later behavior problems in general or specific problem behaviors?. Journal of abnormal child psychology, 45, 1491-1502.
Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of Applied Behavior Analysis, 46(2), 355-368.
Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of applied behavior analysis, 46(2), 355-368.
Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self‐control skills to preschoolers. Journal of applied behavior analysis, 46(2), 355-368.
Lynn, S., Carroll, A., Houghton, S., & Cobham, V. (2013). Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder. Emotional and Behavioural Difficulties, 18(3), 297-309.
McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., ... & Grammer, J. (2018). Self-regulation. Handbook of life course health development, 275-298.
McCroskey, J. C. (2015). An introduction to rhetorical communication. Boston: Allyn & Bacon.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309.
Novik, N. N., & Podgórecki, J. (2015). A Model of Developing Communication Skills among Adolescents with Behavioral Problems. International Journal of Environmental and Science Education, 10(4), 579-587.
Patterson, G. R. (1982). Coercive family process. Eugene: Castalia.
Rhodes, J. D., Colder, C. R., Trucco, E. M., Speidel, C., Hawk Jr, L. W., Lengua, L. J., ... & Wieczorek, W. (2013). The interaction between self-regulation and motivation prospectively predicting problem behavior in adolescence. Journal of Clinical Child & Adolescent Psychology, 42(5), 681-692.
Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333-341.
Rojas, N. M., & Abenavoli, R. M. (2021). Preschool teacher-child relationships and children's expressive vocabulary skills: The potential mediating role of profiles of children's engagement in the classroom. Early Childhood Research Quarterly, 56, 225-235.
Savari, K., Naseri, M., & Savari, Y. (2023). Evaluating the role of perceived stress, social support, and resilience in predicting the quality of life among the parents of disabled children. International Journal of Disability, Development and Education, 70(5), 644-658.
Schlosser, R. W., & Sigafoos, J. (2006). Augmentative and alternative communication interventions for persons with developmental disabilities: Narrative review of comparative single-subject experimental studies. Research in developmental disabilities, 27(1), 1-29.
Shippen, M. E., Simpson, R. G., & Crites, S. A. (2003). A practical guide to functional behavioral assessment. Teaching Exceptional Children, 35(5), 36-42.
Sigafoos, J., Schlosser, R. W., Green, V. A., O'Reilly, M., & Lancioni, G. E. (2008). Communication and social skills assessment. Clinical assessment and intervention for autism spectrum disorders, 165-192.
Simonsen, B., Freeman, J., Gambino, A. J., Sears, S., Meyer, K., & Hoselton, R. (2022). An exploration of the relationship between PBIS and discipline outcomes for students with disabilities. Remedial and Special Education, 43(5), 287-300.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior analysis in practice, 1, 16-23.
Volkmer, A., Spector, A., Meitanis, V., Warren, J. D., & Beeke, S. (2020). Effects of functional communication interventions for people with primary progressive aphasia and their caregivers: A systematic review. Aging & mental health, 24(9), 1381-1393.
Wacker, D. P., Lee, J. F., Padilla Dalmau, Y. C., Kopelman, T. G., Lindgren, S. D., Kuhle, J., ... & Waldron, D. B. (2013). Conducting functional communication training via telehealth to reduce the problem behavior of young children with autism. Journal of developmental and physical disabilities, 25, 35-48.
Whitebread, D. (2013). Self-regulation in young children: Its characteristics and the role of communication and language in its early development. Self-regulation and dialogue in primary classrooms, 25-44.
Wolf, M. M. (1978). Social validity: The case for subjective measurement or behavior and impact of modification. Journal of Applied Behavior Analysis, 11(2), 203-214.
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2024 Ases Ulusal Sosyal Bilimler Dergisi
Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.
