The effectiveness of the direct behavioral consultation on the problem behaviors of the handicapped students who were placed into regular school settings

The main purpose of this research is to determine the effectiveness of the Direct Behavioral Consultation (DBC), provided for the teachers in order to reduce the problem behaviours of handicapped students placed into regular school settings, on the enhancement of the teachers? labelled and unlabelled praising behaviours and on the reduction of the students problem behaviours and on the maintainance, generalization and usefulness of the teachers? increased praising behaviours and the students? reduced problem behaviours.The design of this study is multiple probe design across subjects, a variation of the multiple baseline design.The subjects of this study are three mainstreamed elemantary school students one whom has learning disability and two of whom have attention deficit hyperactivity disorder and their teachers, in Ankara province.In order to collect data, throughout this research teacher interview form, reinforcement determination form, motivation evaluation scale, social validity form, anecdote records form, Turkish course checklist and target behavior record form were developed and used. In the research, the teachers were supplied with teacher tip sheets by the researcher/consultant in order to increase teachers? labelled and unabelled praising behaviours and to reduce students? unattending behaviours. After implementing these teacher tip sheets , the teachers were given feedback on their implementing the teacher tip sheets.The graphical analysis methods are used to analyse the data obtained through the research.The findings are as follows.? The DBC which was provided with the teachers so as to reduce unattending behaviours of the handicapped students placed into a regular school setting is effective in increasing all three teachers? labelled and unlabelled praising behaviours.? The DBC which was provided with the teachers so as to reduce unattending behaviours of the handicapped students placed into a regular school setting is effective for the maintaining on the teachers? incraeased labelled and unlabelled praising behaviours in a decreasing trend after 14,16 and 18 days.? The three class teachers were provided with DBC so as to reduce unattending behaviours of the handicaped students placed into a regular school setting. Teachers labelled and unlabelled praising behaviours improved in Turkish course. The consulation provided had a positive effect on the labelled and unlabelled praising behaviours of the first teacher, while it affected only the labelled praising behaviour of the second teacher visible in the generalisation over Mathematics course. However, it had no effect on the generalisation of the labelled and unlabelled praising behaviour of the third teacher.? The DBC which was provided with the teachers so as to reduce unattending behaviours of the handicapped students placed into a regular school setting is effective in reducing unattending behaviours of all three students.? The DBC which was provided with the teachers so as to reduce unattending behaviours of the handicapped students placed into a regular school setting is effective in maintaining the reduced unattending behaviours of the students even after 14,16 and 18 days.? The class teachers were provided with DBC in the Turkish course so as to reduce unattending behaviours of the handicaped students placed into a regular school setting was observed to be effective in the generalisation of the students decreased unattending behaviours over the Mathematics course.? All the teachers who participated in the research stated positive comments on the usefulness of the DBC, in which teacher tip sheets and feedback were provided.