As a result of all these, they exhibit maladaptive behaviors such as introversion, withdrawal, and feelings of inadequacy. Children with SLD have less developed abilities such as noticing that people other than themselves have a different mind than themselves, understanding their own or others' states such as intention, belief, desire and knowledge, understanding implication and noticing pessimism (Güleç, 2020). This situation negatively affects the education, professional life, daily routines and self-esteem of individuals (MEB, 2008b). The decline in the academic sense of children with SLD and the negative feedback they receive from their environment cause them to experience social and emotional problems (Yıldız, 2004). Another area in which children with SLD have problems is “Self-regulation” skills. Self-regulation is one of the important topics in the field of education and research on children with SLD. Self-regulated learning is defined as the process of systematically directing children's behaviors, cognitions and experiences in order to achieve personal learning goals (Zimmerman & Schunk, 2008). For this reason, self-regulated learning includes thoughts, feelings and actions produced by the child and then followed and adapted by the child over time to achieve learning goals (Wong, 2004).

According to the literature, children generally show externalizing, internalizing and antisocial problem behaviors; they may experience inadequacy in social skills such as social interaction, communication and social acceptance (MEB, 2008a; Melekoğlu, 2017; Özdemir, 2015). The main reason why children with SLD exhibit these behaviors is mainly due to the difficulties they experience in learning and the lack of self-regulation skills (Karakaş, 2009; Ponitz et al., 2009). Because the difficulties experienced in academic and non-academic skills affect the quality of life of the individual with SLD and his family in a very negative way (Melekoğlu & Kayışdağ, 2021). When the international literature is examined, it is seen that new paradigms have been developed to support the development of both children with special needs and typical development, such as behavior and social skills, and there are practices that require cooperation with multi-disciplines that put the child at the center rather than traditional approaches (Kincaid et al., 2016). Therefore, new approaches are based on making arrangements in the child's life, especially in the behavior of adults in the school and home environment, and in the environment where the child is located, rather than correcting the child (Sugai et al., 2000; Melekoğlu, 2017). Therefore, there is a need for effective and evidence-based support services that provide meaningful, permanent and sustainable improvements to families in order to bring positive behaviors to their children and improve the quality of life of the family. With the Covid-19 epidemic seen in the world in 2020, direct virtual education has been started and the home environment has become both the school and home environment of the children, and this environment has become the only living space for children and their families. Thus, families became both parents and teachers of children.

However, it has been observed that families do not have enough equipment to cope with this situation (Parmigiani et al., 2020). Families spare time for themselves and their children, adapt their lifestyles to their children with SLD, and may experience difficulties in reaching social support. Families who experience difficulties due to learning difficulties cannot be understood and empathized with others (Skinner, 2013). While parents of children with SLD experience intense parental stress, they also worry about their children's future. Some families of children with SLD who exhibit problem behaviors may show low motivation to implement or follow behavioral interventions because they believe that they cannot change their child's behavior. However, it is important that families have a say and participate in educational decisions and educational activities for children with special needs (ÖÇÇ) (İlker & Melekoğlu, 2017). The stress experienced and the negative situations it brings can negatively affect the participation and motivation of the family. Therefore, it is essential to support families with evidence-based practices.

For this reason, while scientists and experts continued their research in school environments, this situation has evolved into the home environment with Covid-19. Home-based family education programs offer one-to-one practice to transform the home, which is the natural environment of both the child and the family, into an efficient and effective teaching environment (Clifford & Humphries, 2018). The main purpose of family-based education is; To provide parents with information about child development, to determine the needs of families, to fulfill family functions, to provide their children with the knowledge and skills to provide the necessary support for their children's long-term social, emotional, physical and mental development and for their academic success in the future, to contribute, to reinforce the important role of the family in their child's life, to prevent problems, to offer alternative methods, and to inform the family about the experiences that the child can learn in the home environment (Ay, 2015; Clifford & Humphries, 2018; Hilado et al., 2013; Hill et al., 2018) . In this context, family education programs; It is possible to define it as a process that aims to gain skills on how parents can support their children's academic and holistic development in their daily lives, rather than taking the role of teachers. In order for families to take a more active role in their children's education and to be supported, it is necessary to design family education programs with different approaches and to examine the effects of these approaches. to prevent problems and to offer alternative methods and to inform the family about the experiences that the child can learn in the home environment (Ay, 2015; Clifford & Humphries, 2018; Hilado et al., 2013; Hill et al., 2018). In this context, family education programs; It is possible to define it as a process that aims to gain skills on how parents can support their children's academic and holistic development in their daily lives, rather than taking the role of teachers. In order for families to take a more active role in their children's education and to be supported, it is necessary to design family education programs with different approaches and to examine the effects of these approaches. to prevent problems and to offer alternative methods and to inform the family about the experiences that the child can learn in the home environment (Ay, 2015; Clifford & Humphries, 2018; Hilado et al., 2013; Hill et al., 2018). In this context, family education programs; It is possible to define it as a process that aims to gain skills on how parents can support their children's academic and holistic development in their daily lives, rather than taking the role of teachers. In order for families to take a more active role in their children's education and to be supported, it is necessary to design family education programs with different approaches and to examine the effects of these approaches. When the literature is examined, the most up-to-date and evidence-based approach that puts the child in the center and sets out from the child's environment in order to achieve certain outcomes in the child is the “Positive Behavior Support Approach (PBIS; https://www.pbis.org)”.