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Öğe An Examination of the Opinions of Special Education Teachers About the Evidence-Based Practices Used for the Education of Children with ASD(Salih RAKAP, 2022) Çil, Hikmet; Kalkan, Sinan; Akemoglu, YusufIn this study, it is aimed to examine the opinions of special education teachers about the evidence-based practices that they use for the education of children with autism spectrum disorder. A case study method, one of the qualitative study models, was used in the research. Special education teachers working in the schools of the Directorate of National Education in Adıyaman and graduating from the special education departments programs participated in the study. The study was conducted with a total of 44 special education teachers, including 29 women and 15 men. According to findings, it was determined that the teachers received very little training during their professional lives that focused on evidence-based practices, although many reported that they had some training on evidence-based practices during their undergraduate education. It was determined that the teachers who participated in the study generally evaluated the evidence-based practices as the applications that were formed as a result of the experimental studies. As a result, it was thought that studies should be carried out to investigate how evidence-based practices can be used in special education classrooms.Öğe ASD-HI: A Parent-Child Interaction Dataset for Automated Assessment of Home Intervention(Springer Science and Business Media Deutschland GmbH, 2025) Li, Zhaohui; Akemoglu, Yusuf; Lyu, Jincheng; Zheng, Qingxiao; Xiong, JinjunHome-based interventions are vital for supporting young children with autism spectrum disorder (ASD), yet many parents struggle to implement strategies effectively due to limited training. While specialists such as educators and speech-language pathologists provide guidance, real-time feedback outside professional settings remains scarce. To bridge this gap, we leverage advances in AI to support parents through automated assessment. However, training such AI systems requires robust data, which is currently limited. To address this, we created ASD-HI (Autism Spectrum Disorder - Home Intervention), a multi-modal dataset comparing 473 real parent-child interaction videos across three families. ASD-HI supports two core tasks: 1) Strategy Detection, identifying the behavioral strategies parents use, and 2) Fidelity Assessment, assessing the fidelity with which these strategies are implemented. We also propose a prompting-based LLM pipeline as a reference approach. It achieves 74% recall and 50% precision for strategy detection and 60% accuracy for fidelity assessment. Our work lays a foundation for developing AI-driven tools to enhance home interventions and improve outcomes for children with special needs. © 2025 Elsevier B.V., All rights reserved.Öğe The effects of the Quality Book Reading Early Intervention Program (NIKO) on Turkish fathers and their children with autism spectrum disorder(Taylor & Francis Ltd, 2024) Altiner, Hueseyin; Diken, Ibrahim H.; Gunden, Ugur Onur; Akemoglu, YusufParents who play a critical role in supporting their children's development. NIKO is an early intervention program that families can use in Turkey. The primary purpose of the study was to examine the effectiveness of a shared reading intervention titled the NIKO program on the interaction behaviors of fathers and their children's pivotal behaviors and language skills. This study was carried out with 23 child-father dyads, 8 of whom were in the face-to-face experimental group, 8 online participants in the experimental group, and 7 in the control group, who were diagnosed with autism spectrum disorder (ASD) aged 0-6. Pretest-Posttest control group design was used in the study in which quantitative data collection method was used. The NIKO program training lasted about five weeks with an average of two training sessions per week. Statistical analysis revealed that the NIKO program was effective and that it had positive effects on both parents and their children with ASD. Specifically, the findings showed that parents in two different groups (face-to-face and online) exhibited more interactive and developmentally supportive behaviors after the intervention. The same effect continued one month after the end of the intervention.Öğe Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice (Mar, 10.1007/s10643-023-01464-0, 2023)(Springer, 2024) Hinton, Vanessa; Akemoglu, Yusuf; Tomeny, Kimberly; McWilliam, Robin A.[No abstract available]
