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Öğe A Systematic Review of Intervention Studies to Support Social-Emotional Skills of Children with Intellectual Disabilities in Early Childhood(Springer, 2026) Guldag, Oznur; Turan, Figen; Akemoglu, YusufYoung children with intellectual disabilities (ID) require consistent support to address developmental challenges in social-emotional skills, critical for their integration and well-being. This systematic review examines interventions from 2013 to 2023 aimed at enhancing social-emotional development in children with ID aged 0-8 years. Peer-reviewed studies in employing experimental or quasi-experimental designs, were sourced from databases. Our search resulted in 12 studies that met our inclusion criteria. Extracted data were analyzed for publication trends, methodologies, intervention settings, and quality. Findings indicate a peak in research in 2023, with quantitative approaches dominating. Interventions such as creative drama, physical activities, and digital tools showed promise, with methodological quality ranging from 56 to 100%. While these interventions are deemed promising, gaps in longitudinal data and comprehensive reporting underscore the need for more robust, high-quality studies to guide early childhood educators and practitioners.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 Coaching Early Intervention Service Providers via Telepractice(Sage Publications Inc, 2026) Akemoglu, Yusuf; Hinton, VanessaIn the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs' implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs' coaching practices.Öğe Early Interventionist-Guided and Parent-Implemented Behavior Support To Reduce Challenging Behaviors of Autistic Children(Springer/Plenum Publishers, 2025) Akemoglu, Yusuf; Hinton, VanessaPurposeChallenging behaviors (CB), including aggression, tantrums, and noncompliance, are common among children with autism spectrum disorder (ASD) and can significantly affect family well-being and child development. This pilot study examined the effectiveness of a hybrid intervention model that combined early intervention service provider (EISP) coaching with parent-implemented, function-based behavior support strategies.MethodThree EISPs delivered structured home visits that included video-based behavioral training modules to three families of young autistic children exhibiting persistent CB. A nonconcurrent multiple-probe across parent-child dyads design was used to evaluate parent fidelity in implementing behavior support plans and corresponding changes in child CB.ResultsResults indicated that exposure to video modules alone produced minimal improvements in parent fidelity. However, the addition of individualized EISP coaching led to immediate and sustained increases in parent fidelity, accompanied by notable reductions in child CB across all participants. Social validity data reflected high parental satisfaction with the intervention procedures and outcomes.ConclusionFindings support the feasibility and promise of scalable, family-centered models that integrate remote, video-based training with individualized in-home coaching. Such hybrid interventions may help bridge service gaps and enhance timely access to positive behavior support for families of young children with ASD.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]Öğe Using Naturalistic Communication Teaching Strategies During Shared Book Reading: An Intervention for Young Children with Autism(Sage Publications Inc, 2025) Topcu, Gokce Atanguc; Akemoglu, YusufWe examined the effect of a shared storybook reading intervention on the language and communication skills of three male children aged between 61 and 69 months with autism spectrum disorder (ASD). We used a multiple-baseline across participants single case research design. The dependent variables were children's verbal and non-verbal communicative behaviors (responding to and initiating communication). The independent variables were the use of three natural communication teaching strategies (modeling, mand-model, and time delay). We found that verbal and nonverbal response rates and initiation frequencies improved with use of modeling, mand-model, and time delay strategies. Additionally, the children maintained these skills 2 to 3 weeks after the intervention sessions had ended. Social validity data were collected through interviews with parents and focused on the families' goals and expectations for the intervention, the procedures of the intervention, and the outcomes obtained at the end of the intervention. Parents expressed high satisfaction regarding the intervention outcomes.
