Effectiveness of the Online Inclusive Teachers’ Professional Development Program on Problem Behavior

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dc.contributor.authorGezer-Demirdağlı, Ş.
dc.contributor.authorCavkaytar, A.
dc.date.accessioned2024-07-12T21:40:13Z
dc.date.available2024-07-12T21:40:13Z
dc.date.issued2022en_US
dc.department[Belirlenecek]en_US
dc.description.abstractTo cope with students’ problem behaviors, which is a frequently encountered problem within inclusive education implementations, classroom teachers often require some form of in-service training. In considering this issue, the current study aimed to determine the effectiveness of an online problem behavior professional development program (e-ITPDPB) that was explicitly designed for teachers of inclusive education. The study model was the experimental model employing a pretest-posttest control and experimental group design. The study’s participants included 60 primary school teachers who were randomly assigned to the experimental (N = 30) and control (N = 30) groups. The obtained study data were analyzed using independent samples t-test and ANOVA. The e-ITPDPB was found to be effective in decreasing the number of problem behavior reports raised by teachers and the diversity of causes attributed to problem behavior and the increase in the employment of positive coping ways by the teachers. Furthermore, the teachers' perceptions of professional competence improved, as did their positive views regarding inclusive education. © Division on Autism and Developmental Disabilities.en_US
dc.description.sponsorshipThis article was produced from the first author’s doctoral thesis and within the scope of Project number 1705E318 from Anadolu University Scientific Research Projects Commission. Correspondence concerning this manuscript should be addressed to: ~Serife Gezer-Demirdag?lı, Bursa Uludag University, Faculty of Education, Department of Special Education, Nilüfer/ BURSA, 16240, TURKEY. E-mail: serifegezer@uludag. edu.tren_US
dc.identifier.endpage103en_US
dc.identifier.issn2154-1647
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85127516528en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage92en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12415/7171
dc.identifier.volume57en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherCouncil for Exceptional Childrenen_US
dc.relation.ispartofEducation and Training in Autism and Developmental Disabilitiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY05039
dc.titleEffectiveness of the Online Inclusive Teachers’ Professional Development Program on Problem Behavioren_US
dc.typeArticle
dspace.entity.typePublication

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