Research Studies

OBJECTIVES:
All R&D studies has been conducting with local, national and international project based researches.

  • In the field of developmental disabilities and delays develop and design measurement and evaluation tools.
  • In the field of developmental disabilities and delays develop and design educational programs and curriculum
  • Create a scientific basis for developed and adapted measurement and evaluation tools and education programs.
  • In the field of developmental disabilities and delays conducting researches to identify and resolve social and national requirements.
  • In the field of developmental disabilities and delays conducting researches to identify policies and develop models.
  • Oriented to applications carried out in Ana-Gen collect data with the help of a system based on data and reporting them to community and from these data produce scientific publications.
  • For parents of children with developmental delays prepare national package programs which based on cultural variables and support family’s psychological well-being.
  • Improve measuring tools which measure psychological and adaptive problems of mothers, fathers and siblings of showing developmental delays or children at risk.
  • For parent of children with developmental delays or at risk develop group counseling program and test the effectiveness of it.

SCIENTIFIC ARTICLES

Articles of instructors in institute are as follow in the last two years. For other publications of instructors, please visit the academic web pages. 

Prof. Dr. İbrahim H. Diken 

Alev, G., Diken, İ. H., Ardıç, A., Diken, Ö., Şekercioğlu, G., & Gilliam, J. (2014). Adaptation and Examining Psychometrical Properties of Pragmatic Language Skills Inventory (PLSI) in Turkey (Pragmatik Dil Becerileri Envanteri’nin Türkiye Uyarlaması ve Psikometrik Özelliklerinin İncelenmesi). Elementary Education Online, 13(1), 258-273.

Özdemir, O., Diken, İ. H., Diken, Ö., & Şekercioğlu, G. (2013). Otizm Davranış Kontrol Listesi (Autism Behavior Checklist-ABC) Modifiye Edilmiş Türkçe Versiyonu’nun Geçerlik ve Güvenirlik Çalışması: Pilot Uygulama Sonuçları (Reliability and Validity of Modified Turkish Version of Autism Behavior Checklist (ABC): Results of Pilot Study). International Journal of Early Childhood Special Education, 5(2), 168-186.

Diken, I. H., Bayhan, P., Turan, F., Sipal, R.F., Sucuoglu, B., Ceber-Bakkaloglu, H., Kerem-Gunel, M., and Kaya-Kara, O. (2012). Early Childhood Intervention and Early Childhood Special Education in Turkey within the Scope of the Developmental System Approach (DSA). Infants and Young Children, 25(4), 346-353.

Karaaslan, O., Diken, I. H., & Mahoney, G. (2013). A randomized control study of Responsive Teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education (TECSE), 33, 18-27.

Diken, I. H., Ardic, A., Diken, O, & Gilliam, J. E. (2012). Exploring validity and reliability of Turkish Version of Gilliam Autism Rating Scale-2. Education and Science, 37(166), 318-328.

Diken, I. H., Gilliam, J. E., Ardic, A.,Diken, O. & Sweeney, D. (2012). Validity and Reliability of Turkish Version of Gilliam Autism Rating Scale-2: Results of Preliminary Study. International Journal of Special Education, 27(2), 207-215.

Acar, Ç. & Diken, I. H. (2012). Otistik Bozukluk Gösteren Çocuklara Video Model Öğretim Uygulamalarıyla Yapılan Çalışmaların İncelenmesi (Reviewing Instructional Studies Realized with Video Modeling to Children with Autism). Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(4), 2731-2735.

Diken, I. H. (2012). Exploring Interactional Behaviors of Turkish Mothers and Their Children with Special Needs: Implications for Early Intervention. Education and Science, 37(163), 283-296.

Doç. Dr. Mehmet YANARDAĞ 

Akmanoglu, N., Yanardag, M., & Batu, E.S. (2014). Comparing Video Modeling and Graduated Guidance together and Video Modeling alone for Teaching Role Playing Skills to Children with Autism. Education and Training in Autism and Developmental Disabilities, 49 (1), 17-31.

Yanardag, M., Arikan, H., Yilmaz, İ., & Konukman, F. (2013). Physical fitness levels of young adults with and without intellectual disability. Kinesiology, 45 (2), 233-240.

Yanardag, M., Akmanoglu, N., Yilmaz, I. (2013). The Effectiveness of Video Prompting on Teaching Aquatic Play Skills for Children with Autism. Disability & Rehabilitation, 35 (1), 47-56.

Yanardag, M., & Yılmaz, İ. (2012). An Intervention Approach for Children with Autism: Aquatherapy. International Journal of Early Childhood Special Education, 4(1), 32-45.

Turan E., Yanardag M., Aras O. (2012). Functional Independence, Quality of Life, and Level of Mobility of the Elderly People Living at Home and Nursing Home. Topics in Geriatric Rehabilitation, 28 (3), 201-207.

Yard. Doç. Dr. Ramazan AKDOĞAN 

Akdoğan, R. ve Ceyhan, E. "Terapötik İlişkide İnsan Faktörü" Psikiyatride Güncel Yaklaşımlar - Current Approaches in Psychiatry. 3(1):117-141, 2011

Prof. Dr. Elif TEKİN İFTAR 

Odluyurt, S., Tekin-Iftar, E. & Ersoy, G.(2014). The effects of school counselor supervised peer-tutoring intervention in inclusive settings on meeting IEP outcomes of students with developmental disabilities. Education and Training in Autism and Developmental Disabilities., 2014

Ergenekon, Y., Tekin-Iftar, E., Kapan, A., & Akmanoglu, N. (2014). A comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities.

Ergenekon, Y., Tekin-Iftar, E., Kapan, A., & Akmanoglu, N. (basımda). A comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities.

Odluyurt, S., Tekin-Iftar, E., & Adalıoglu, I. (2012). Does tratement integrity matter in promoting learning among children with developmental disabilities? Topics in Early Childhood Special Education, 32, 142-150.

Doç. Dr. Arzu ÖZEN 

Ozen, A, Ergenekon, Y., Ulke-Kurkcuoglu, B., & Genc, D. (basım aşamasında). Opinions of special education teachers about activity-based intervention. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,

Özen, A., Batu, S. ve Birkan, B. "Teaching play skills to children with autism trough video modeling: Small group arrangement and observational learning", Education and Training in Autism and Developmental Disabilities.47(1),84-96, 2012

Doç. Dr. E. Sema BATU 

Ozen, A., S. Batu ve B. Birkan, "Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning," Education and Training in Autism and Developmental Disabilities, 47 (1), 84-97, 2012.

Sadioğlu, Ö., E.S. Batu, ve Bilgin, A. “Sınıf öğretmenlerinin özel gereksinimli öğrencilerin kaynaştırılmasına ilişkin görüşleri”, Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 399-432, 2012.

Sadioğlu, Ö., Batu, S., Bilgin, A. ve Oksal, A. (2013). Uludağ Üniversitesi sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerileri. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1743-1765.

Doç. Dr. Serhat ODLUYURT 

Odluyurt, S., Tekin-Iftar, E., & Adalıoglu, I (2012). Does tratement integrity matter in promoting learning among children with developmental disabilities? Topics in Early Childhood Special Education. 32 (3) 143-150

Odluyurt, S., Tekin-Iftar, E., & Adalıoglu, I (2012). Does tratement integrity matter in promoting learning among children with developmental disabilities? Topics in Early Childhood Special Education. 32 (3) 143-150

Odluyurt S.,(2013) Kaynaştırmaya Devam Eden Otistik Özellikler Gösteren Çocuklara Kurallı Oyun Öğretiminde Akranları Tarafından Doğrudan Model Olma ve Videoyla Model Olma Öğretiminin Etkilerinin Karşılaştırılması Kuram ve Uygulamada Eğitim Bilimleri 13(1) 536-540

Yard. Doç. Dr. Nurgül AKMANOĞLU 

Ergenekon, E., Tekin-İftar, E., Kapan, A., & Akmanoglu, N. (2014). Comparison of video and live modeling in teaching response chains with autism. Education and Training in Developmental Disabilities, 49, (1), 200-213., 2014

Akmanoglu, N., Yanardag, M., & Batu, S. (2014). Comparing Video Modeling and Graduated Guidance together and Video Modeling alone for Teaching Role Playing Skills to Children with Autism. Education and Training in Developmental Disabilities, 49(1), 17-31., 2014

Yalçın, I. & Akmanoğlu, N. (2013). Eşzamanlı ipucuyla öğretim yönteminin otistik bir çocuğa İngilizce kelime öğretimi üzerine etkileri: Hedeflenmeyen bilgi öğretimi. Akademik Araştırmalar Dergisi, 15 (58), 117-140., 2013

Yanardag, M., Akmanoglu, N., Yilmaz, I. (2013). The Effectiveness of Video Prompting on Teaching Aquatic Play Skills for Children with Autism. Disability & Rehabilitation, 35 (1), 47-56., 2013

Araş. Gör. Erkan KURNAZ 

Akmanoğlu, N. ve Kurnaz, E. (2014).Otizmli Çocukların Eğitiminde Yeni Eğilimler: Videoyla Kendine Model Olma ve Etkileri. Özel Eğitim Dergisi, Cilt 15, Sayı 2, 63-77.

Araş. Gör. Derya GENÇ TOSUN 

Özen,A., Ergenekon, Y., Ülke-Kürkçüoğlu, B. & Genç, D. (2013). Opinions of Special Education Teachers about ACtivity-Based Intervention (Özel Eğitim Öğretmenlerinin Etkinlik Temelli Öğretime İlişkin Görüşleri). Hacettepe University Journal of Education, 44, 262-274

Araş. Gör. Elçin ÖĞÜT 

Yüksel Öğüt, E. ve Yıkmış, A. (2013). Zihin engelli çocuklara paraları tanıma becerisinin öğretiminde sabit bekleme süreli öğretimin etkililiği. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13 (2), 459-476., 22/10/2013

Araş. Gör. Gözde TOMRİS 

Melekoğlu M., Diken İ. H., Çelik S. ve Tomris, G. "Antisosyal Davranışları Önlemeye Yönelik Başarıya İlk Adım Erken Eğitim Programının Etkililiği ile İlgili Yapılan Bilimsel Çalışmaların İncelenmesi", International Journal of Early Childhood Special Education, 6(1), 55-79,, 2014