The impacts of high probability request sequence training on the implementation of the strategy by preschool teachers and in-class transitions of children with special needs

This research evaluates the impact of the High Probability Request Sequence (HPRS) Training and the implementation of the HPRS strategy on the utilization of this approach by teachers providing inclusion and integration practices, the effects of the strategy applied to children with special needs (SN), and the social validity of the research. The research employs a quasi-experimental design, utilizing a time series model. The dependent variables of the research are teacher behaviors, the level of accurate implementation of the HPRS, behaviors of children with SN, in-class transition skills, problem behaviors, total transition process and waiting time. The HPRS strategy training provided to teachers by the researcher and the levels of pre-school teachers' implementation of the HPRS strategy are the independent variables in this research. The study group consists of 10 preschool teachers working in inclusive classrooms in the Central District of Ankara, 10 children with special needs (SN) and 10 typically developing (TD) children in these classrooms. The data collection tools of the study: 1) Data Collection Tools Related to the Study Group, 2) Data Collection Tools Related to Teacher Training, 3) Data Collection Tools Regarding the Effectiveness of the HPRS Strategy Training, 4) Data Collection Process and Tools Regarding the Reliability and Validity of the Study, and 5) Social Validity Data Collection Process and Tools were used to evaluate outcomes for teachers and students. The data on teachers and students were analyzed graphically and statistically using SPSS 19 with a significance level of 0.5. As a result of the research, it was determined that the HPRS training provided to teachers increased the rate of accurate HPRS implementation. The utilization of the HPRS during in-class transitions resulted in a rise in the number of transitions where HPRS was successfully implemented by teachers and an increase in the percentage of problem-free transitions while decreasing the number of transitions where the HPRS was implemented inaccurately and a decrease in the percentage of transitions where the strategy was not implemented although it was required. In addition, it was observed that the HPRS applied to children with SN for in-class transitions is effective in improving children's in-class transition skills and in decreasing total transition duration, waiting time, and problem behaviors. It was determined that the teachers were satisfied with the training they received, and after the intervention, the target behaviors of the children with SN were similar to those of their TD peers. Keywords: Children with special needs, mainstreaming/inclusion, in-class transitions, strategy teaching, high-probability request sequence.