INDIVIDUALIZED SOCIAL SKILLS PROGRAM FOR DECREASING DISRUPTIVE AND AGGRESSIVE BEHAVIORS IN HIGH-INCIDENCE DISABILITIES

The current pilot study investigated the effectiveness of the Individualized Social Skills Program in decreasing disruptive and aggressive behaviors of 3 students in 6.th grade with high-incidence disabilities. Three students identified as displaying high rates of disruptive and aggressive behavior toward peers and teachers, were included in the study. Social skills training was presented over 8 lessons that targeted self-control skills for students. A multiple-baseline design across participants was used to find out the effects of intervention on the disruptive behavior of participants and related experimental conditions included baseline, intervention, and follow-up sessions. Before stabilization of disruptive and aggressive behaviors during baseline sessions, teachers requested that intervention begin immediately starting collection of the third baseline data point due to high levels of aggressive behaviors (i.e., physical aggression). Results show immediate improvements in disruptive and aggressive behavior. Additionally, followup observations revealed maintenance of intervention effects. Although use of a multiple baseline design had restricted use in experimental control, preliminary results indicate that the Individualized Social Skills Program may be useful for eliminating disruptive and aggressive behaviors. Moreover, study designs can include more behavioral interventions based on functional behavior assessment and include treatment integrity measures. Future research can measure and investigate the influence of behavioral consultation by improving consultant generalization of anger and conflict management. efficiency to promote greater skill acquisition, and generalization of anger and conflict management.

GÖRÜLME SIKLIĞI YÜKSEK YETERSİZLİKLERDE YIKICI VE ÖFKELİ DAVRANIŞLARIN AZALTILMASINDA BİREYSELLEŞTİRİLMİŞ SOSYAL BECERİ PROGRAMI

Mevcut pilot çalışmada, görülme sıklığı yüksek yetersizliklerde 6. sınıftaki 3 öğrencinin yıkıcı ve öfkeli davranışlarını azaltmada, Bireyselleştirilmiş Sosyal Beceri Programının etkinliği araştırılmıştır. Araştırmaya, akranlarına ve öğretmenlere yönelik yıkıcı ve öfkeli davranış oranları yüksek olarak belirlenen 3 öğrenci dahil edilmiştir. Öğrencilerin kendini kontrol becerilerini hedefleyen 8 ders hazırlanarak sosyal beceri eğitimi için sunulmuştur. Katılımcıların yıkıcı davranış düzeyine müdahalenin etkisini değerlendirmek için denekler arası çoklu başlama deseni kullanılmıştır (Barlow, Nock ve & Hersen, 2009). Deneysel koşullar arasında başlama düzeyi, müdahale ve süreklilik çalışmaları yer almaktadır. Başlama seviyesinde yıkıcı ve öfkeli davranışlardan kararlı veriler alınmasından önce öğretmenler, saldırgan davranışların ciddiyetine (Ör; fiziksel saldırganlık) bağlı olarak müdahalenin hemen üçüncü başlama seviyesi noktası sonrasında başlamasını talep etmiştir. Sonuçlar yıkıcı ve öfkeli davranışların kısa süre içinde sağaltıldığını göstermektedir. Ek olarak, süreklilik çalışmaları, müdahalenin etkisini koruduğunu ortaya koymuştur. Denekler arası çoklu başlama deseninin kullanımı sınırlı deneysel kontrol ile sonuçlanıyor olsa da, ön sonuçlar Bireyselleştirilmiş Sosyal Beceriler Programının yıkıcı ve öfke davranışlarını ele almak için yararlı olabileceğini göstermektedir. Ayrıca, gerçekleştirilecek çalışmaların kapsamında davranışın işlevinden yola çıkılarak uygulanan davranışsal müdehalelere daha fazla olacak şekilde yer verilmesine ve sağaltım bütünlüğü verilerinin uygulamalara eklenmesine ihtiyaç duyulmaktadır. Gelecekteki araştırmalarda, danışmanlık verimliliğini arttırarak, daha fazla beceri kazanma ve öfke ve çatışma yönetiminin yaygınlaştırılması yoluyla davranışsal konsültasyonun etkisi ölçebilir ve araştırabilir.

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