Systematic Reviews and Meta Analysis
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Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme

Year 2024, Volume: 6 Issue: 1, 121 - 133, 20.12.2024

Muhammet Fatih Sertkaya , Zehra Atbaşı

https://doi.org/10.69485/tseji.1537727

Abstract

Bu çalışmanın amacı olumlu davranışsal destek ikinci kademe müdahale programlarından check-in/check-out (CICO) ile yapılan çalışmaların çeşitli özellikleri bakımından betimlenmesidir. Makalelere erişme sürecinde; elektronik veri tabanları EBSCO, ERIC, Web of Science, Google Akademik, dergi indeksleri ve araştırma kaynakçaları temel alınarak kapsamlı bir tarama gerçekleştirilmiştir. Taramalar sonucunda CICO veya uyarlanmış CICO'nun öğrenci çıktıları üzerindeki etkililiğini deneysel olarak araştıran 29 çalışma dahil edilmiştir. Belirlenen araştırmaların; adı, yayımlandığı yıl, yöntem, uygulayıcılar, hedef grup, hedef davranışlar, uygulama süresi; silikleştirme, kalıcılık, genelleme ve sosyal geçerlik verilerinin sistematik ve kapsamlı bir şekilde sentezlenmesiyle yürütülmüştür. Araştırma bulguları; check-in/check-out ile şu ana kadar yapılan müdahale çalışmalarının 2008-2023 yılları arasında yapıldığını; araştırma yöntemi olarak en çok tek denekli araştırma desenlerinden denekler arası çoklu başlama deseninin kullanıldığı; müdahale uygulayıcıları olarak öğretmenlerin ve akranların araştırmalara dahil edildiğini; otizm, zihinsel engel, duygu ve davranış bozukluğu ve risk altındaki bireyler ile çalışmaların gerçekleştirildiği; uygulama sürelerinin 15 ile 90 oturum arasında değiştiği; müdahalelerde belirlenen hedef davranışların içselleştirme davranışları, sosyal beceriler, yıkıcı davranışlar ve ders dışı davranışlar olarak belirlendiğini ortaya koymuştur.

Keywords

olumlu davranışsal destek check-in/check-out davranış müdahale programları sistematik derleme

References

  • 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
  • Atbaşı, Z., Karasu, N. and Tavil, Y. Z. (2019). Positive behavior support program throughout the classroom: The implementation of the check-in/check-out program. Eğitim ve Bilim, 44 (197).
  • Boden, L. J., Jolivette, K., & Alberto, P. A. (2018). The effects of check-in, check-up, check-out for students with moderate intellectual disability during on-and off-site vocational training. The Journal of Classroom Interaction, 4-21.
  • Bunch-Crump, K. R., & Lo, Y. Y. (2017). An investigation of multitiered behavioral interventions on disruptive behavior and academic engagement of elementary students. Journal of Positive Behavior Interventions, 19(4), 216-227.
  • Campbell, A. ve Anderson, C. (2008). Enhancing effects of checkin/ check-out with function-based support. Behavior Disorders, 33(4), 233-245.
  • Carpenter, M. E., Lo, Y. Y., Walker, V. L., Masud, A. B., & Tapp, M. C. (2023). Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs. Psychology in the Schools, 60(9), 3504-3519.
  • Collins, T. A., Gresham, F. M., & Dart, E. H. (2016). The effects of peer-mediated check-in/check-out on the social skills of socially neglected students. Behavior modification, 40(4), 568-588.
  • Crone, D. A., Hawken, L. S. ve Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford.
  • Çitil, M., & Ataman, A. (2019). Positive Behavior Support-Based Pre-ventive Classroom Management Prac-tices for Gifted Students: An Action Research. Talent, 9(2), 102-130.
  • Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229.
  • Diken, İ. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtılmaz, Y. (2011). Antisosyal davranışları önlemeye yönelik “başarıya ilk adım programı” Türkçe versiyonu’nun etkililiği. Eğitim ve Bilim, 36(161).
  • Ennis, R. P., Jolivette, K., Swoszowski, N. C., & Johnson, M. L. (2012). Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out. Residential treatment for children & youth, 29(2), 79-102.
  • Erbaş, D. ve Yücesoy-Özkan, Ş. (2008). Problem davranışları azaltmada olumlu davranışsal destek uygulamaları: Aile ve öğretmen el kitabı. Ankara: Maya Akademi Yayıncılık.
  • Fairbanks, S., Simonsen, B. and Sugai, G. (2008). Classwide secondary and tertiary tier practices and systems. Teaching Exceptional Children, 40(6), 44-52.
  • Fallon, L. M., & Feinberg, A. B. (2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 189-197.
  • Hawken, L. H., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12(3), 225-240.
  • 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. doi: 10.1177/2F10983007070090020601
  • Hawken, L. S., O’Neill, R. E., & MacLeod, K. S. (2011). An investigation of the impact of function of problem behavior on effectiveness of the behavior education program (BEP). Education and Treatment of Children, 34, 551–574.
  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G. ve Boland, J. B. (2004). The schoolwide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
  • Hunter, K. K., Chenier, J. S., & Gresham, F. M. (2014). Evaluation of check in/check out for students with internalizing behavior problems. Journal of Emotional and Behavioral Disorders, 22(3), 135-148.
  • Karhu, A., Närhi, V., & Savolainen, H. (2019). Check in–check out intervention for supporting pupils’ behaviour: Effectiveness and feasibility in Finnish schools. European Journal of Special Needs Education, 34(1), 136-146.
  • Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of check-in/check-out to influence escape-maintained behavior. Journal of Applied School Psychology, 32(1), 24-45.
  • Kittelman, A., McIntosh, K., McDaniel, S. C., George, H. P., & Lewis, T. J. (2021). Schoolwide systems of positive behavior support. In L. M. Bambara & L. Kern (Eds.), Individualized support for students with problem behaviors (2nd ed., pp. 32–55). Guilford Press.
  • Kladis, K., Hawken, L. S., O’Neill, R. E., Fischer, A. J., Fuoco, K. S., O’Keeffe, B. V., & Kiuhara, S. A. (2023). Effects of check-in check-out on engagement of students demonstrating internalizing behaviors in an elementary school setting. Behavioral Disorders, 48(2), 83-96.
  • Lane, L. K., Capizzi, M. A., Fisher, M., & Ennis, P. R. (2012). Secondary prevention efforts at the middle school level: An application of the behavior education program. Education and Treatment of Children, 35(1), 51-90.
  • MacLeod, K. S., Hawken, L. S., O'Neill, R. E., & Bundock, K. (2016). Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings. Journal of Educational Issues, 2(2), 331-351.
  • March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional atid Behavioral Disorders, 10(3), 158-170.
  • McDaniel, S. C., & Bruhn, A. L. (2016). Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification. Journal of Positive Behavior Interventions, 18(4), 197-208.
  • McIntosh, K., Girvan, E. J., McDaniel, S. C., Santiago-Rosario, M. R., St Joseph, S., Fairbanks Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 354–361. https://doi.org/10.10 80/1045988X.2021.1937027
  • Melekoğlu, 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.
  • Melius, P., Swoszowski, N. C., & Siders, J. (2015). Developing peer led check-in/check-out: A peer-mentoring program for children in residential care. Residential Treatment for Children & Youth, 32(1), 58-79.
  • Miller, L. M., Dufrene, B. A., Olmi, D. J., Tingstrom, D., & Filce, H. (2015). Self-monitoring as a viable fading option in check-in/check-out. Journal of school psychology, 53(2), 121-135.
  • Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17(1), 28-38.
  • Mitchell, B. S., Lewis, T. J., & Stormont, M. (2021). A Daily check-in/check-out intervention for students with internalizing concerns. Journal of Behavioral Education, 30, 178-201.
  • Mong, M. D., Johnson, K. N., & Mong, K. W. (2011). Effects of check-in/checkout on behavioral indices and mathematics generalization. Behavioral Disorders, 36(4), 225-240.
  • Moola S., Munn Z., Tufanaru C., Aromataris E., Sears K., Sfetcu R., Currie M., Qureshi R., Mattis P., Lisy K., & Mu P. F. (2020). Systematic reviews of etiology and risk. In E. Aromataris & Z. Munn (Eds.) JBI Manual for Evidence Synthesis. JBI.
  • Nese, R. N. T., Kittelman, A., Strickland-Cohen, M. K., & McIntosh, K. (2023). Examining teaming and Tier 2 and 3 practices within a PBIS framework. Journal of Positive Behavior Interventions, 25(1), 16–27. https://doi. org/10.1177/10983007211051090
  • Pollock, A., & Berge, E. (2018). How to do a systematic review. International Journal of Stroke, 13(2), 138-156. https://doi.org/10.1177/1747493017743796
  • Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
  • Sanchez, S., Miltenberger, R. G., Kincaid, D., & Blair, K. S. C. (2015). Evaluating check-in check-out with peer tutors for children with attention maintained problem behaviors. Child & Family Behavior Therapy, 37(4), 285-302.
  • Smith, H. M., Evans‐McCleon, T. N., Urbanski, B., & Justice, C. (2015). Check‐in/check‐out intervention with peer monitoring for a student with emotional‐behavioral difficulties. Journal of Counseling & Development, 93(4), 451-459.
  • Sottilare, A. L., & Blair, K. S. C. (2023). Implementation of Check-In/Check-Out to Improve Classroom Behavior of At-Risk Elementary School Students. Behavioral Sciences, 13(3), 257.
  • Swoszowski, N. C., Jolivette, K., Fredrick, L. D., & Heflin, L. J. (2012). Check in/check out: Effects on students with emotional and behavioral disorders with attention-or escape-maintained behavior in a residential facility. Exceptionality, 20(3), 163-178.
  • Swoszowski, N. C., McDaniel, S. C., Jolivette, K., & Melius, P. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), 63-79.
  • Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in—check out. Journal of Positive Behavior Interventions, 10(1), 46-55.
  • Toms, O. M., Campbell-Whatley, G., Stuart, S., & Schultz, T. (2018). The effects of check-in check-out on the academic planning and behavior of African American males. Journal for Multicultural Education, 12(3), 278-293.
  • Turtura, J. E., Anderson, C. M., & Boyd, R. J. (2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159-167.
  • Weber, M. A., Rich, S. E., Gann, C. J., Duhon, G. J., & Kellen, S. S. (2019). Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders. Education and Treatment of Children, 42(4), 469-488.

Year 2024, Volume: 6 Issue: 1, 121 - 133, 20.12.2024

Muhammet Fatih Sertkaya , Zehra Atbaşı

https://doi.org/10.69485/tseji.1537727

Abstract

References

  • 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
  • Atbaşı, Z., Karasu, N. and Tavil, Y. Z. (2019). Positive behavior support program throughout the classroom: The implementation of the check-in/check-out program. Eğitim ve Bilim, 44 (197).
  • Boden, L. J., Jolivette, K., & Alberto, P. A. (2018). The effects of check-in, check-up, check-out for students with moderate intellectual disability during on-and off-site vocational training. The Journal of Classroom Interaction, 4-21.
  • Bunch-Crump, K. R., & Lo, Y. Y. (2017). An investigation of multitiered behavioral interventions on disruptive behavior and academic engagement of elementary students. Journal of Positive Behavior Interventions, 19(4), 216-227.
  • Campbell, A. ve Anderson, C. (2008). Enhancing effects of checkin/ check-out with function-based support. Behavior Disorders, 33(4), 233-245.
  • Carpenter, M. E., Lo, Y. Y., Walker, V. L., Masud, A. B., & Tapp, M. C. (2023). Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs. Psychology in the Schools, 60(9), 3504-3519.
  • Collins, T. A., Gresham, F. M., & Dart, E. H. (2016). The effects of peer-mediated check-in/check-out on the social skills of socially neglected students. Behavior modification, 40(4), 568-588.
  • Crone, D. A., Hawken, L. S. ve Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program. New York, NY: Guilford.
  • Çitil, M., & Ataman, A. (2019). Positive Behavior Support-Based Pre-ventive Classroom Management Prac-tices for Gifted Students: An Action Research. Talent, 9(2), 102-130.
  • Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly, 30(2), 229.
  • Diken, İ. H., Cavkaytar, A., Batu, E. S., Bozkurt, F., & Kurtılmaz, Y. (2011). Antisosyal davranışları önlemeye yönelik “başarıya ilk adım programı” Türkçe versiyonu’nun etkililiği. Eğitim ve Bilim, 36(161).
  • Ennis, R. P., Jolivette, K., Swoszowski, N. C., & Johnson, M. L. (2012). Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out. Residential treatment for children & youth, 29(2), 79-102.
  • Erbaş, D. ve Yücesoy-Özkan, Ş. (2008). Problem davranışları azaltmada olumlu davranışsal destek uygulamaları: Aile ve öğretmen el kitabı. Ankara: Maya Akademi Yayıncılık.
  • Fairbanks, S., Simonsen, B. and Sugai, G. (2008). Classwide secondary and tertiary tier practices and systems. Teaching Exceptional Children, 40(6), 44-52.
  • Fallon, L. M., & Feinberg, A. B. (2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 189-197.
  • Hawken, L. H., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12(3), 225-240.
  • 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. doi: 10.1177/2F10983007070090020601
  • Hawken, L. S., O’Neill, R. E., & MacLeod, K. S. (2011). An investigation of the impact of function of problem behavior on effectiveness of the behavior education program (BEP). Education and Treatment of Children, 34, 551–574.
  • Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G. ve Boland, J. B. (2004). The schoolwide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
  • Hunter, K. K., Chenier, J. S., & Gresham, F. M. (2014). Evaluation of check in/check out for students with internalizing behavior problems. Journal of Emotional and Behavioral Disorders, 22(3), 135-148.
  • Karhu, A., Närhi, V., & Savolainen, H. (2019). Check in–check out intervention for supporting pupils’ behaviour: Effectiveness and feasibility in Finnish schools. European Journal of Special Needs Education, 34(1), 136-146.
  • Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of check-in/check-out to influence escape-maintained behavior. Journal of Applied School Psychology, 32(1), 24-45.
  • Kittelman, A., McIntosh, K., McDaniel, S. C., George, H. P., & Lewis, T. J. (2021). Schoolwide systems of positive behavior support. In L. M. Bambara & L. Kern (Eds.), Individualized support for students with problem behaviors (2nd ed., pp. 32–55). Guilford Press.
  • Kladis, K., Hawken, L. S., O’Neill, R. E., Fischer, A. J., Fuoco, K. S., O’Keeffe, B. V., & Kiuhara, S. A. (2023). Effects of check-in check-out on engagement of students demonstrating internalizing behaviors in an elementary school setting. Behavioral Disorders, 48(2), 83-96.
  • Lane, L. K., Capizzi, M. A., Fisher, M., & Ennis, P. R. (2012). Secondary prevention efforts at the middle school level: An application of the behavior education program. Education and Treatment of Children, 35(1), 51-90.
  • MacLeod, K. S., Hawken, L. S., O'Neill, R. E., & Bundock, K. (2016). Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings. Journal of Educational Issues, 2(2), 331-351.
  • March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional atid Behavioral Disorders, 10(3), 158-170.
  • McDaniel, S. C., & Bruhn, A. L. (2016). Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification. Journal of Positive Behavior Interventions, 18(4), 197-208.
  • McIntosh, K., Girvan, E. J., McDaniel, S. C., Santiago-Rosario, M. R., St Joseph, S., Fairbanks Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 354–361. https://doi.org/10.10 80/1045988X.2021.1937027
  • Melekoğlu, 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.
  • Melius, P., Swoszowski, N. C., & Siders, J. (2015). Developing peer led check-in/check-out: A peer-mentoring program for children in residential care. Residential Treatment for Children & Youth, 32(1), 58-79.
  • Miller, L. M., Dufrene, B. A., Olmi, D. J., Tingstrom, D., & Filce, H. (2015). Self-monitoring as a viable fading option in check-in/check-out. Journal of school psychology, 53(2), 121-135.
  • Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17(1), 28-38.
  • Mitchell, B. S., Lewis, T. J., & Stormont, M. (2021). A Daily check-in/check-out intervention for students with internalizing concerns. Journal of Behavioral Education, 30, 178-201.
  • Mong, M. D., Johnson, K. N., & Mong, K. W. (2011). Effects of check-in/checkout on behavioral indices and mathematics generalization. Behavioral Disorders, 36(4), 225-240.
  • Moola S., Munn Z., Tufanaru C., Aromataris E., Sears K., Sfetcu R., Currie M., Qureshi R., Mattis P., Lisy K., & Mu P. F. (2020). Systematic reviews of etiology and risk. In E. Aromataris & Z. Munn (Eds.) JBI Manual for Evidence Synthesis. JBI.
  • Nese, R. N. T., Kittelman, A., Strickland-Cohen, M. K., & McIntosh, K. (2023). Examining teaming and Tier 2 and 3 practices within a PBIS framework. Journal of Positive Behavior Interventions, 25(1), 16–27. https://doi. org/10.1177/10983007211051090
  • Pollock, A., & Berge, E. (2018). How to do a systematic review. International Journal of Stroke, 13(2), 138-156. https://doi.org/10.1177/1747493017743796
  • Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
  • Sanchez, S., Miltenberger, R. G., Kincaid, D., & Blair, K. S. C. (2015). Evaluating check-in check-out with peer tutors for children with attention maintained problem behaviors. Child & Family Behavior Therapy, 37(4), 285-302.
  • Smith, H. M., Evans‐McCleon, T. N., Urbanski, B., & Justice, C. (2015). Check‐in/check‐out intervention with peer monitoring for a student with emotional‐behavioral difficulties. Journal of Counseling & Development, 93(4), 451-459.
  • Sottilare, A. L., & Blair, K. S. C. (2023). Implementation of Check-In/Check-Out to Improve Classroom Behavior of At-Risk Elementary School Students. Behavioral Sciences, 13(3), 257.
  • Swoszowski, N. C., Jolivette, K., Fredrick, L. D., & Heflin, L. J. (2012). Check in/check out: Effects on students with emotional and behavioral disorders with attention-or escape-maintained behavior in a residential facility. Exceptionality, 20(3), 163-178.
  • Swoszowski, N. C., McDaniel, S. C., Jolivette, K., & Melius, P. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), 63-79.
  • Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check in—check out. Journal of Positive Behavior Interventions, 10(1), 46-55.
  • Toms, O. M., Campbell-Whatley, G., Stuart, S., & Schultz, T. (2018). The effects of check-in check-out on the academic planning and behavior of African American males. Journal for Multicultural Education, 12(3), 278-293.
  • Turtura, J. E., Anderson, C. M., & Boyd, R. J. (2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159-167.
  • Weber, M. A., Rich, S. E., Gann, C. J., Duhon, G. J., & Kellen, S. S. (2019). Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders. Education and Treatment of Children, 42(4), 469-488.
There are 48 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disability (Other)
Journal Section Articles
Authors

Muhammet Fatih Sertkaya 0000-0002-0612-2928

Zehra Atbaşı 0000-0002-2758-1277

Early Pub Date December 16, 2024
Publication Date December 20, 2024
Submission Date August 23, 2024
Acceptance Date September 30, 2024
Published in Issue Year 2024 Volume: 6 Issue: 1

Cite

APA Sertkaya, M. F., & Atbaşı, Z. (2024). Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme. Turkish Special Education Journal: International, 6(1), 121-133. https://doi.org/10.69485/tseji.1537727
AMA Sertkaya MF, Atbaşı Z. Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme. Turkish Special Education Journal: International. December 2024;6(1):121-133. doi:10.69485/tseji.1537727
Chicago Sertkaya, Muhammet Fatih, and Zehra Atbaşı. “Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out Ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme”. Turkish Special Education Journal: International 6, no. 1 (December 2024): 121-33. https://doi.org/10.69485/tseji.1537727.
EndNote Sertkaya MF, Atbaşı Z (December 1, 2024) Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme. Turkish Special Education Journal: International 6 1 121–133.
IEEE M. F. Sertkaya and Z. Atbaşı, “Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme”, Turkish Special Education Journal: International, vol. 6, no. 1, pp. 121–133, 2024, doi: 10.69485/tseji.1537727.
ISNAD Sertkaya, Muhammet Fatih - Atbaşı, Zehra. “Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out Ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme”. Turkish Special Education Journal: International 6/1 (December 2024), 121-133. https://doi.org/10.69485/tseji.1537727.
JAMA Sertkaya MF, Atbaşı Z. Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme. Turkish Special Education Journal: International. 2024;6:121–133.
MLA Sertkaya, Muhammet Fatih and Zehra Atbaşı. “Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out Ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme”. Turkish Special Education Journal: International, vol. 6, no. 1, 2024, pp. 121-33, doi:10.69485/tseji.1537727.
Vancouver Sertkaya MF, Atbaşı Z. Olumlu Davranışsal Destek İkinci Kademe Müdahale Programlarından Check-In/Check-Out ile Yapılan Çalışmaların İncelenmesi: Sistematik Derleme. Turkish Special Education Journal: International. 2024;6(1):121-33.