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dc.contributor.authorErbaş, Dilek
dc.contributor.authorTuran, Yasemin
dc.contributor.authorAslan, Yeşim Güleç
dc.contributor.authorDunlap, Glen
dc.date.accessioned2019-10-18T18:43:17Z
dc.date.available2019-10-18T18:43:17Z
dc.date.issued2010
dc.identifier.issn0741-9325
dc.identifier.urihttps://dx.doi.org/10.1177/0741932508327461
dc.identifier.urihttps://hdl.handle.net/11421/10167
dc.descriptionWOS: 000275271400005en_US
dc.description.abstractThe purpose of this survey study was to determine Turkish teachers' attributions of problem behaviors. The participants' (special education teachers) attributions of problem behaviors varied with some teachers showing agreement with a behavioral perspective while others attributed the occurrence of problem behaviors to other factors (e.g., poor parenting, God, the child's disability). Teachers' educational area of specialty and training on behavioral interventions were associated with their beliefs about problem behaviors. Results are discussed in the context of current literature and directions for future researches are suggested.en_US
dc.language.isoengen_US
dc.publisherSage Publications Incen_US
dc.relation.isversionof10.1177/0741932508327461en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAttributionsen_US
dc.subjectChallenging Behavioren_US
dc.subjectTeacher Perceptionen_US
dc.subjectFunctional Assessmenten_US
dc.subjectBehavior Supporten_US
dc.titleAttributions for Problem Behavior as Described by Turkish Teachers of Special Educationen_US
dc.typearticleen_US
dc.relation.journalRemedial and Special Educationen_US
dc.contributor.departmentAnadolu Üniversitesien_US
dc.identifier.volume31en_US
dc.identifier.issue2en_US
dc.identifier.startpage116en_US
dc.identifier.endpage125en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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