Designing a problem behavior professional development program based on Wulf and Schave model for inclusive teachers and effectiveness of the program

The aim of this study is to design a professional development program based on the Wulf and Schave model for primary school teachers conducting inclusion and to evaluate the effectiveness of according to the teachers' views. For this purpose, the study was designed as two complementary studies. The first study is a descriptive study based on the Wulf and Schave Model. In the first study, 200 primary school teachers, the researcher and 6 experts participated. At the end of first study it was designed the Online Problem Behavior Professional Development Program (e-PDMEGEP). The second study is a study designed with an experimental model with pre-test-posttest control group. In the second study, 60 primary school teachers participated. The effectiveness of e-PDMEGEP was evaluated with the Problem Behavior Scale Teacher Form, Professional Competence Scale and Inclusion Opinions Scale. The teachers showed a decrease in the levels of reporting disturbing behavior and in the variety of causes attributed to problem behaviors, and an increase in the use of positive ways of coping. In addition, teachers' professional competence and positive opinion scores on inclusion also increased. Keywords: Inclusion, Problem behaviors, Professional development, Online education