Implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) for Early Identification and Prevention of Problem Behaviors in Turkey

Year 2017, Volume: 9 Issue: 2, 98 - 110, 31.12.2017

Meral Melekoglu , Aydin Bal , İbrahim Halil Diken

https://doi.org/10.20489/intjecse.368483

Cited By: 1

Abstract

Teachers are trying to cope with
many problem behaviors of children in school. Children show different problem
in different level of school. For instance, some high school students tend to
abandon the school but some middle school students do absenteeism the school
and some early childhood students reluctant about going to school. In addition
to these, especially children who are between three and eight usually don’t
want to share toys, follow the rules and don’t want to do their own
responsibilities. This situation pushes the
researchers, educators, specialists and politicians seek for evidence-based,
socially and developmentally appropriate, and sustainable interventions to
prevent the problem behaviors through the changes in school contexts. Positive behavior
interventions and supports is one of the effective evidence-based and reliable intervention
in terms of dealing with problem behaviors.

The purpose of this study is to discuss the
implementation of SWPBIS in early childhood education in Turkey. We sought to answer
the following questions: “What is SWPBIS? and what are the key features of
early childhood education system and settings in Turkey”?

Keywords

School-wide positive behavior interventions and supports, early identification and prevention, problem behaviors

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