Examination of in-classroom transitions in inclusive preschool classroomsFootnote

*This study was produced from the first author’s master’s thesis namely ‘Examination of In-Classroom Transitions in Inclusive Preschool Classrooms’ which was advised by Assoc. Prof. Hatice Bakkaloğlu.

References

• Akalın, S., Demir, Ş., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 14, 39–60.
   Google Scholar
• Angell, M. E., Nicholson, J. K., Watts, E. H., & Blum, C. (2011). Using multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities. Focus on Autism and other Developmental Disabilities, 26(4), 206–217.
   Web of Science ®Google Scholar
• Baker, B. L., Bracher, J., Crnic, K. A., & Edelbrock, C. (2002). Behavior problems and parenting stress in families of three-year-old children with and without developmental delays. American Journal on Mental Retardation, 107(6), 433–444.
   PubMedGoogle Scholar
• Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324–333.
   Web of Science ®Google Scholar
• Banerjee, R., & Horn, E. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children, 16(2), 3–14.
   Google Scholar
• Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 11–19.
   Google Scholar
• Batu, S. (2010). Factors for the success of early childhood inclusion & related studies. International Journal of Early Childhood Special Education, 2(1), 57–71.
   Google Scholar
• Blasko, P. M. (2001). Early intervention services for infants, toddlers and their families. Florida: Allyn and Bacon.
   Google Scholar
• Boonen, T., Damme, J. V., & Onghena, P. (2014). Teacher effects on student achievement in first grade: Which aspects matter most? School effectiveness and school improvement. International Journal of Research, Policy and Practice, 25(1), 126–152.
   Google Scholar
• Booren, L. M., Downer, J. T., & Vitiello, V. E. (2012) Observations of children’s interactions with teachers, peers, and tasks across preschool classroom activity settings. Early Education and Development, 23(4), 517–538.
   PubMed Web of Science ®Google Scholar
• Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6), 553–567.
   PubMed Web of Science ®Google Scholar
• Buck, G. H. (1999). Smoothing the rough edges of classroom transitions. Intervention in School and Clinic, 34(4), 224–235.
   Web of Science ®Google Scholar
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [ Data analysis manual for social sciences]. Ankara: Pegem Akademi.
   Google Scholar
• Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2010). Sosyal bilimler için istatistik [ Statistics for social sciences]. Ankara: Pegem.
   Google Scholar
• Carta, J. J., Atwater, J. B., Schwartz, I. S., & Miller, P. A. (1990). Applications of ecobehavioral analysis to the study of transitions across early education setting. Education and Treatment of Children, 13(4), 298–314.
   Google Scholar
• Coleman, J. C., Crosby, M. G., Irwin, H. K., Dennis, L. R., Simpson, C. G., & Rose, C. A. (2013). Preventing challenging behaviors in preschool: Effective strategies for classroom teachers. Young Exceptional Children, 16(3), 3–10.
   Google Scholar
• Connell, M. C., Carta, J. J., & Baer, D. M. (1993). Programming generalization of in-class transition skills: Teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise. Journal of Applied Behavior Analysis, 26(3), 345–352.
   PubMed Web of Science ®Google Scholar
• Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 392–431). New York, NY: Macmillan.
   Google Scholar
• Ergin, E., & Bakkaloğlu, H. (2015). Kaynaştırma uygulamaları yürütülen okul öncesi sınıflarda sınıf içi geçişlerin kolaylaştırılması [ Facilitating in-classroom transitions in inclusive preschools]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 16(2), 173–191.
   Google Scholar
• Ergül, C. (2010). Sık rastlanan yetersizlikler [ High incidence disabilities]. In İ. H. Diken (Ed.), Erken çocukluk eğitimi [ Early childhood education] (pp. 246–276). Ankara: Pegem Akademi.
   Google Scholar
• Ferguson, A., Ashbaugh, R., O’Reilly, S., & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child and Family Behavior Therapy, 26(1), 17–24.
   Web of Science ®Google Scholar
• Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R. S., Cahen, L. S., & Dishaw, M. M. (1980). Teaching behaviors, academic learning time, and student achievement: An overview. Washington, DC: National Institute of Education.
   Google Scholar
• Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157–176.
   Google Scholar
• Fox, T. J. (2009). Effective transition techniques (Published graduate theses). Concordia University, Portland.
   Google Scholar
• Gadow, K. D., Devincent, C. J., Pomeroy, J., & Azizian, A. (2005). Comparison of DSM-IV symptoms in elementary school-age children with PDD versus clinic and community samples. Autism, 9, 392–415.
   PubMed Web of Science ®Google Scholar
• Gettinger, M., & Seibert, J. K. (2002). Best practices in increasing academic learning time. Best Practices in School Psychology, 4, 1–15.
   Google Scholar
• Gök, G., & Erbaş, D. (2011). Okul öncesi eğitimi öğretmenlerinin kaynaştırmaya ilişkin görüşleri ve önerileri [ Early childhood teachers’ opinions about and suggestions for inclusion programs]. International Journal of Early Childhood Special Education, 3(1), 66–87.
   Google Scholar
• Hemmeter, M. L., Ostrosky, M. M., Artman, K. M., & Kinder, K. A. (2008). Moving right along: Planning transitions to prevent challenging behavior. Young Children, 63(3), 18–22.
   Google Scholar
• House, A. E., House, B. G., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37–57.
   Google Scholar
• Hume, K. (2008). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6–10.
   Google Scholar
• Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35–45.
   Google Scholar
• Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquardri, J. C., Gershon, B., … Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25(2), 281–288.
   PubMed Web of Science ®Google Scholar
• Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, 37, 1264–1271.
   PubMed Web of Science ®Google Scholar
• Lawry, J., Danko, J. D., & Strain, P. S. (2000). Examining the role of the classroom environment in the prevention of problem behaviors. Young Exceptional Children, 3(2), 11–19.
   Google Scholar
• MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism in use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.
   PubMed Web of Science ®Google Scholar
• McIntosh, K., Herman, K., Sanford, A., Mcgraw, K., & Florence, K. (2004). Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37(1), 32–38.
   Google Scholar
• Messano, E. (2008). Decreasing classroom transition times through the use of an auditory cue (Doctoral dissertation, Caldwell College).
   Google Scholar
• Ministry of National Education. (2006). Özel Eğitim Hizmetleri Yönetmeliği [Special education regulation]. Retrieved from http://mevzuat.meb.gov.tr/html/26184_0.html
   Google Scholar
• Ministry of National Education. (2010). İlköğretim okullarındaki kaynaştırma uygulamalarının değerlendirilmesi [Assessment of inclusive practices in primary schools]. Retrieved from http://www.meb.gov.tr/earged/earged/ilk_kaynas_eg_uyg_deg.pdf
   Google Scholar
• Ministry of National Education. (2013). Okul Öncesi Eğitimi Programı [Preschool education program]. Retrieved from http://tegm.meb.gov.tr/www/okul-oncesi-egitim-program-ve-materyalleri-icerik/157
   Google Scholar
• Nal, A., & Tüzün, I. (2011). Kaynaştırma bütünleştirme etkililiğini arttırmak için politika ve uygulama önerileri projesi. Türkiye’de kaynaştırma/bütünleştirme yoluyla eğitimin durumu [Policies and implication suggestions project of increasing the effectiveness of inclusion/mainstreaming. The state of inclusive/mainstreamed education in Turkey]. Tohum Otizm Vakfı Eğitim & Reformu Girişimi.
   Google Scholar
• Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20–27.
   Web of Science ®Google Scholar
• Olive, M. L. (2004). Transitioning children between activities: Effective strategies for decreasing challenging behavior. Beyond Behavior, 14(1), 11–16.
   Google Scholar
• Ostrosky, M. M., Jung, E. Y., & Hemmeter, M. L. (1992). Helping children make transitions between activities. Retrieved from http://csfel.vanderbilt.edu/briefs/wwwb4.pdf
   Google Scholar
• Park, H. S. L., & Lynch, S. A. (2014). Evidence-based practices for addressing classroom behavior problems. Young Exceptional Children, 17(3), 33–47.
   Google Scholar
• Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of visual activity schedules on ındependent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60(3), 253–269.
   Web of Science ®Google Scholar
• Poyraz, H., & Dere, H. (2006). Okul öncesi eğitiminin ilke ve yöntemleri [ Principals and methods of preschool education] (3rd ed.). Ankara: Anı Yayıncılık.
   Google Scholar
• Register, D., & Humpal, M. (2007). Using musical transitions in early childhood classrooms: Three case examples. Music Therapy Perspectives, 25, 25–31.
   Google Scholar
• Russo, N. L. (2014). The impact of adapting classroom management on an elementary teacher’s perception of student behavior (Unpublished master’s theses). Retrieved from http://digitalcommons.brockport.edu/ehd_theses?utm_source=digitalcommons.brockport.edu2Fehd_theses2F438&utm_medium=PDF&utm_campaign=PDFCoverPages
   Google Scholar
• Sainato, D. M. (1990). Classroom transitions: Organizing environments to promote independent performance in preschool children with disabilities. Education & Treatment Special Issue: Organizing Caregiving Environments for Young Children with Handicaps, 13, 288–297.
   Google Scholar
• Saraçbaşı, O., Karaağaoğlu, E., & Saka, O. (1986). Basic programlama ve istatistiksel yöntemler [ Basic programming and statistical methods]. Ankara: Ünalan Ofset.
   Google Scholar
• Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3–11.
   Google Scholar
• Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, 116–133.
   Web of Science ®Google Scholar
• Sterling-Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681–690.
   Web of Science ®Google Scholar
• Sucuoğlu, B., Bakkaloğlu, H., İşcen Karasu, F., Demir, Ş., & Akalın, S. (2013). Inclusive preschool teachers: Their attitudes and knowledge about inclusion. International Journal of Early Childhood Special Education, 5(2), 107–128.
   Google Scholar
• Sucuoğlu, B., Bakkaloğlu, H., İşcen Karasu, F., Demir, Ş., & Akalın, S. (2014). Okul öncesi öğretmenlerinin kaynaştırmaya ilişkin bilgi düzeyleri [ Preschool teachers’ knowledge levels about inclusion]. Educational Sciences: Theory and Practice, 14(4), 1477–1483.
   Google Scholar
• Tekin-İftar, E. (2012). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [ Single subject research studies in educational and behavioural sciences]. Ankara: Türk Psikologlar Derneği.
   Google Scholar
• Varlıer, G., & Vuran, S. (2006). The views of preschool teachers about integration. Educational Sciences: Theory and Practice, 6(2), 578–585.
   Google Scholar
• Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22(1), 14–25.
   Web of Science ®Google Scholar
• Wurtele, S. K., & Drabman, R. S. (1984). ‘Beat the buzzer’ for classroom dawdling: A one year trial. Behavior Therapy, 15, 403–409.
   Web of Science ®Google Scholar
• Young, B., Simpson, R. L., Myles, B. S., & Kamps, D. M. (1997). An examination of paraprofessional involvement in supporting inclusion of students with autism. Focus on Autism and other Developmental Disabilities, 12, 31–38.
   Google Scholar
• Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism and Developmental Disorders, 26(4), 407–422.
   PubMed Web of Science ®Google Scholar