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- Review ArticleYalnız künye2026A Meta-Analysis of Applied Behavior Analysis-Based Interventions for Individuals with Autism Spectrum Disorders (ASD) in Turkey
Sulu, Mehmet D.; Aydin, Orhan; Martella, Ronald C.; Erden, Emine; Ozen, Zafer
Interventions based on the principles of applied behavior analysis (ABA) have been determined to be evidenced-based practices and are widely used with individuals with autism spectrum disorders (ASD) across the world. Originally developed in the USA, implementation of these interventions has become widespread in the last decade in Turkey. Given the significance of culture in guiding ABA practices, this meta-analysis investigated the prevalence and the magnitude effects of ABA-based interventions and whether specific participant and intervention characteristics moderated such effects in Turkey. Seventy-one ABA-based intervention studies were assessed based on What Works Clearinghouse (WWC, Kratochwill et al., Remedial and Special Education, 34(1), 26–38, 2013) design standards (DSs) including (a) systematic manipulation of independent variables, (b) interrater reliability, (c) three demonstrations of the intervention effect, and (d) adequate number of data points collected for each condition. Forty-three studies that met WWC (Kratochwill et al., Remedial and Special Education, 34(1), 26–38, 2013) DSs were analyzed and calculated with baseline-corrected tau (Tarlow, Behavior Modification, 41(4), 427–467, 2017). Furthermore, performance-criteria-based effect size values (PCES; Aydin and Tanious, Journal of Applied Behavior Analysis, 2021) were calculated for 27 studies that had mastery criteria. While the overall tau appeared to be large 0.71 (p = 0.072, se = 0.254), the overall effect size for PCES revealed a small effect of 0.73. The comparisons of all sub-categories’ effect sizes of moderator variables were not statistically significant based on Kruskal Wallis or Mann Whitney U tests. Additionally, findings revealed that studies were predominantly implemented by highly trained researchers in segregated one-on-one settings, and did not include adults with ASD nor challenging behavior. Overall, there has been significant growth in ABA-based interventions in Turkey that show promise in improving the lives of individuals with ASD. However, further research and cultural considerations are essential for a comprehensive understanding of their impact in the Turkish context. Findings from two different effect size analyses and recommendations for future studies are discussed.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026Effectiveness of Small-Group Direct Instruction on Science Learning for Students With Mild Intellectual Disability
Demir, Murat; Polat, Recep; Aydin, Orhan; Kenan, Adem
This study examined the effectiveness of direct instruction (i.e., explicit instruction) delivered in a small-group format on the science achievement of students with mild intellectual disability (MID) in the “Support and Movement System” unit, and evaluated maintenance, generalization, and social validity outcomes. A concurrent multiple-baseline design across skills was implemented with three eighth-grade female students attending a special education school. The intervention was delivered by a science teacher using the core components of direct instruction, including attention-getting, modeling, guided practice, and independent practice. Instruction focused on key concepts related to bones, muscles, and joints. Student performance was measured using percentage accuracy scores across the baseline, intervention, post-intervention, and maintenance phases, as well as ongoing generalization data. Social validity data were collected through structured interviews with students, parents, and their special education teacher. Results indicated that baseline performance was low and stable across all participants. Following the introduction of direct instruction, all students demonstrated substantial and stable increases in performance. These gains were largely maintained over time and generalized across different questions. Social validity findings were positive across all respondent groups, indicating that the intervention was perceived as effective, acceptable, and meaningful. Overall, the findings suggest that direct instruction delivered in a small-group format is an effective and feasible approach for supporting science learning in students with MID.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025What will our academic future hold in the face of dramatic artificial intelligence advancements?–a response to Rakap et al
Aydin, Orhan
Rakap and his colleagues suggest that artificial intelligence (AI) tools can serve as a reviewer in evaluating scientific manuscripts. They substantiate this suggestive information through an empirical study that aims to compare ratings from human reviewers and ChatGPT for 18 unpublished manuscripts in the fields of special education and psychology. This proposal addresses a vital topic, as AI tools can be more objective, rapid, and standardized in evaluating scientific manuscripts than human reviewers. However, there are various dilemmas surrounding the use of AI tools. This response paper addresses several dilemmas associated with using AI tools, such as ChatGPT, as reviewers and highlights the potential threats to the future of academia.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2025A Meta-Analysis of Self-Management Interventions in Teaching Daily Living Skills to Autistic Individuals
Aydin, Orhan; Sulu, Mehmet D.; Ari-Arat, Ceren
The current study aimed to conduct a systematic review and meta-analysis of self-management interventions for teaching daily living skills to autistic individuals. This study accessed the corresponding studies by doing a search in six databases. 14 articles and one dissertation met the inclusion criteria. The included studies were first analyzed descriptively and coded according to quality indicators using What Works Clearinghouse (WWC) standards. Second, the effect sizes of the included studies were calculated using two different effect size measures (i.e., Tau-U and performance-criteria-based effect size values [PCES]). Third, these analyses were also conducted for generalization and maintenance data. Of 15 studies included in this review, nine met the WWC standards with and without reservations. Tau-U analyses were conducted for 14 studies, whereas PCES values were calculated for only eight studies with mastery criteria. The findings indicated that the self-management interventions had a.93 CI95 (.80, 1) overall effect size for Tau-U with a very large effect. On the other hand, the overall effect size for the PCES values indicated a moderate effect with.99. The weighted effect sizes in generalization and maintenance phases were very large for Tau-U; however, moderate to high effects for PCES. Although self-management interventions showed diversity, one of the domains of daily living skills (i.e., community living skills) has not been studied in the field. Notably, among the studies in our review, the last ones are from 2019. Detailed findings from descriptive analyses and two different effect size calculations are discussed, and recommendations for future studies are given.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Genel Eğitim Lisans Programlarındaki Öğretmen Adaylarının Özel Eğitime İlişkin Bilgi Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi
Aydin, Orhan; Yilmaz, Nusrettin
Özel gereksinimli öğrencilerin yaklaşık dörtte üçü genel eğitim sınıflarında öğrenim görmektedir. Buna karşın, genel eğitim lisans programlarında özel gereksinimli öğrencileri ve onların eğitimlerini konu edinen zorunlu bir ders yalnızca “özel eğitim ve kaynaştırma” dersiyle sınırlıdır. Bu kapsamda, bu çalışmada genel eğitim lisans programlarında öğrenim gören ve eğitim fakültelerinin tüm programlarında zorunlu lisans dersi olan “özel eğitim ve kaynaştırma” dersini başarıyla tamamlayan öğretmen adaylarının özel eğitim konularındaki yeterliliklerini belirlemek amacıyla; (a) özel eğitim ve özel gereksinimli öğrenciler, (b) özel eğitim uygulamaları ve (c) bireyselleştirilmiş eğitim programları (BEP) konularına ilişkin bilgi düzeyleri değerlendirilmiştir. Öğretmen adaylarının bilgi düzeylerinin çok boyutlu değerlendirilmesini sağlamak amacıyla Bloom taksonomisinin alt boyutlarından hatırlama, kavrama, uygulama, analiz etme ve değerlendirme boyutları dikkate alınarak a, b, c maddelerinde belirtilen üç kategori için toplam 60 adet çoktan seçmeli soru maddeleri oluşturulmuş ve bu sorular aynı üniversitede eğitim gören ve “özel eğitim ve kaynaştırma” dersini başarıyla tamamlayan öğretmen adaylarına çevrimiçi platformda iletilmiştir. Öğretmen adaylarının verdikleri yanıtlar puanlanarak çeşitli değişkenler açısından ilişki ve etki analizleri için bazı istatistiksel testler kullanılarak incelenmiştir. Elde edilen bulgular, öğretmen adaylarının özel eğitim konusunda özel eğitim ve özel gereksinimli öğrencilere ilişkin genel bilgi düzeylerinin daha ileride olduğunu, özel eğitim uygulamaları ve BEP’e ilişkin bilgi düzeylerinin ise daha zayıf kaldığını göstermiştir. Ayrıca, kadın katılımcıların her üç bilgi testine verdikleri yanıtların doğruluk oranlarının erkek katılımcılardan anlamlı derecede ilerde olduğu tespit edilmiştir. Bunun yanısıra, “özel eğitim ve kaynaştırma” dersini deprem öncesinde yüz yüze alarak başarılı olan ilgili lisans programlarındaki öğretmen adaylarının her üç bilgi testinden aldıkları puanların deprem sonrasında çevrimiçi katılım göstererek “özel eğitim ve kaynaştırma” dersinde başarılı olan ilgili lisans programlarındaki katılımcılardan anlamlı düzeyde ilerde olduğu görülmüştür. Bulgular, alanyazın dikkate alınarak tartışılmış olup çalışma sonunda genel eğitim öğretmen adaylarını özel eğitim konusunda daha yeterli kılmak için lisans programlarına ilişkin gerçekleştirilebilecek çeşitli düzenlemelere değinilmiştir.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Lider Özel Eğitim Öğretmenliği Uygulamasının Türkçe Öğretmeninin Mesleki Gelişimine ve Özel Gereksinimli Öğrencinin Hedef Akademik Becerileri Edinmesine Olan Etkisi
Aydin, Orhan
Milli Eğitim Bakanlığı güncel verilerine göre özel gereksinimli öğrencilerin yaklaşık dörtte üçü genel eğitim (GE) sınıflarında eğitim almaktadır. Ancak, GE öğretmenlerinin özel gereksinimli öğrencilerin eğitimi konusunda yeterli donanımda olmadıkları, dolayısıyla da kaynaştırma uygulamalarından istendik sonuçların elde edilemediği bilinmektedir. Bu olumsuz durumu ortadan kaldırmada ise hizmet içi mesleki gelişimi sağlamada etkili ve verimli bir uygulama modeli olarak lider özel eğitim (LÖE) öğretmenliği uygulaması önerilmektedir. LÖE öğretmenliği ile GE öğretmenleri özel eğitim uygulamaları kapsamında desteklenebilir ve özel gereksinimli öğrencilerin başarıları artırılabilir. Bu uygulama modeli dikkate alınarak bu çalışmada da bir okulda yer alan bir özel eğitim öğretmeninin LÖE öğretmenliği rollerinden akran koçluğu uygulaması ile bir Türkçe öğretmenine (TÖ) eğitim sunması sağlanmıştır. Bu mesleki gelişim uygulamasının TÖ’nin bilimsel dayanaklı bir uygulama olan doğrudan öğretim uygulamasını yüksek doğrulukta sergilemesine ve TÖ’nin doğrudan öğretim uygulaması ile öğretim sunmasının özel gereksinimli öğrencisinin hedef akademik becerileri edinmesine olan etkisi incelenmiştir. Araştırmada LÖE öğretmeninin ve TÖ’nin gerçekleştirdikleri uygulamalar uygulama güvenirliği kapsamında değerlendirilmiştir. Öğrenciye yönelik gerçekleştirilen öğretimin etkililiğini belirlemede ise beceriler arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Bu kapsamda öğrenci ile çalışılan beceriler bireyselleştirilmiş eğitim planından seçilmiş olup dört farklı zaman ekini kavraması olarak tanımlanmıştır. Bulgular, özel eğitim öğretmeninin desteklenmesi halinde doğru bir şekilde LÖE öğretmenliği yapabileceğini, TÖ’nin doğrudan öğretim uygulamasını yüksek doğrulukta sergileyebildiğini ve TÖ tarafından gerçekleştirilen doğrudan öğretim uygulamasının öğrencinin zaman eklerini öğrenmesinde ve öğretim uygulaması bittikten sonra da kalıcı bir şekilde sürdürmesinde etkili olduğunu göstermiştir. Katılımcıların tamamı çalışma sürecine ilişkin olumlu görüş bildirmiş olup elde edilen bulgular tartışılarak ileri araştırmalara yönelik çeşitli öneriler sunulmuştur.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2024A Description of Missing Data in Single-Case Experimental Designs Studies and an Evaluation of Single Imputation Methods
Aydin, Orhan
Missing data is inevitable in single-case experimental designs (SCEDs) studies due to repeated measures over a period of time. Despite this fact, SCEDs implementers such as researchers, teachers, clinicians, and school psychologists usually ignore missing data in their studies. Performing analyses without considering missing data in an intervention study using SCEDs or a meta-analysis study including SCEDs studies in a topic can lead to biased results and affect the validity of individual or overall results. In addition, missingness can undermine the generalizability of SCEDs studies. Considering these drawbacks, this study aims to give descriptive and advisory information to SCEDs practitioners and researchers about missing data in single-case data. To accomplish this task, the study presents information about missing data mechanisms, item level and unit level missing data, planned missing data designs, drawbacks of ignoring missing data in SCEDs, and missing data handling methods. Since single imputation methods among missing data handling methods do not require complicated statistical knowledge, are easy to use, and hence are more likely to be used by practitioners and researchers, the present study evaluates single imputation methods in terms of intervention effect sizes and missing data rates by using a real and hypothetical data sample. This study encourages SCEDs implementers, and also meta-analysts to use some of the single imputation methods to increase the generalizability and validity of the study results in case they encounter missing data in their studies.
RDL Kalıcı Kaydıİncele - Review ArticleAçık Erişim2024Characteristics of Missing Data in Single-Case Experimental Designs: An Investigation of Published Data
Aydin, Orhan
Single-case experimental designs (SCEDs) have grown in popularity in the fields such as education, psychology, medicine, and rehabilitation. Although SCEDs are valid experimental designs for determining evidence-based practices, they encounter some challenges in analyses of data. One of these challenges, missing data, is likely to be occurred frequently in SCEDs research due to repeated measurements over time. Since missing data is a critical factor that can weaken the validity and generalizability of a study, it is important to determine the characteristics of missing data in SCEDs, which are especially conducted with a small number of participants. In this regard, this study aimed to describe missing data features in SCEDs studies in detail. To accomplish this goal, 465 published SCEDs studies within the recent 5 years in six journals were included in the investigation. The overall results showed that the prevalence of missing data among SCEDs articles in at least one phase, as at least one data point, was approximately 30%. In addition, the results indicated that the missing data rates were above 10% within most studies where missing data occurred. Although missing data is so common in SCEDs research, only a handful of studies (5%) have handled missing data; however, their methods are traditional. In analyzing SCEDs data, several methods are proposed considering missing data ratios in the literature. Therefore, missing data rates determined in this study results can shed light on the analyses of SCEDs data with proper methods by improving the validity and generalizability of study results.
RDL Kalıcı Kaydıİncele - Review ArticleYalnız künye2024Rise of single-case experimental designs: A historical overview of the necessity of single-case methodology
Aydin, Orhan
Windelband ([1894]1980) advocated that two approaches are used for accumulating scientific knowledge. The first is the idiographic approach that derives knowledge from a single unit, and the second is the nomothetic approach that accumulates knowledge of a group. Given these two approaches, the former matches case studies while the latter is more appropriate with experimental group studies. Scientists have criticized both methodologies for their various limitations. Later, the single-case methodology emerged as an alternative that potentially allays these limitations. In this context, this narrative review aims to describe the historical roots of single-case experimental designs (SCEDs) that have emerged to eliminate the tension of nomothetic and idiographic approaches over time. First, the review focuses on the emergence of SCEDs. Second, the strengths and challenges of SCEDs are reviewed, including those to address the limitations of group experimental and case studies. Third, the use and analyses of SCEDs are outlined, considering their current status. Fourth, this narrative review continues to delineate the dissemination of SCEDs in the modern scientific world. As a result, SCEDs can be evaluated as a method that has the potential to overcome the issues encountered in case description and group experimental research. Thus, that helps accumulate nomothetic and idiographic knowledge in determining evidence-based practices.
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