Projects

Development and Effectiveness of an Online Family Education Program on Screen Addiction in Individuals with Autism Spectrum Disorder

This project aims to develop and evaluate the effectiveness of an Online Family Education Program addressing screen addiction in individuals with Autism Spectrum Disorder (ASD). Recognizing the unique challenges faced by this population, the proposed program will provide families with tailored information, strategies, and support to help them manage and reduce the risks associated with excessive screen use. The methodology involves a comprehensive approach, beginning with the collection of survey data from families to understand their specific needs and challenges. These data will inform the development of program content, including educational materials, practical strategies for managing screen time, and resources that encourage alternative, screen-free activities. Another key component of the program will be building a supportive community for families through online forums and discussion groups, enabling them to share experiences and strategies. The principal value of this project lies in its targeted approach to screen addiction within the ASD community. Although general recommendations for managing screen time are available, resources addressing the specific needs and challenges of individuals with ASD and their families remain limited. This program aims to fill this gap by providing evidence-based, practical support directly relevant to this population. Expected outcomes include increased knowledge and awareness of screen addiction among families, improved strategies for managing screen time, and stronger family dynamics through shared learning and support. The program is also expected to contribute valuable insights to the literature on screen addiction in ASD and serve as a model for future interventions.

Role: Researcher | Duration: 2024-2027

Project 2de363: Strengthening Staff Capacity in 363 Special Education Preschools in the Second Century of the Republic of Türkiye

The overall aim of this project is to strengthen the capacity of educational staff working in 363 special education preschools nationwide in the second century of the Republic of Türkiye. Its specific objectives are to develop and evaluate the effectiveness of the “Online Professional Development Program for Special Education Preschools (ANAÇEM).” The program will support educators with degrees in special education and preschool education, as well as psychological counselors and school counselors, in (1) addressing students’ problem behaviors, (2) promoting positive behaviors, and (3) supporting language skills. It will also equip psychological counselors and school counselors to (4) support the psychological well-being of students’ parents. Three main products are expected by the end of the project: (1) guide booklets, (2) informational videos and illustrative case presentations, and (3) an online portal integrating the booklets and videos into a modular professional development program. The project is considered original in four respects: (1) it is the first project to provide a widely available, freely accessible solution to a fundamental problem identified in the literature in Türkiye, where special education preschools are becoming increasingly widespread; (2) it is the first project to offer written, visual, and technology-based content—including a website and iOS and Android applications—that directly addresses the fundamental needs of teachers, who play a central role in successful special education practices, and supports their professional development; (3) it can serve as a model for adapting its outputs to practices at other educational levels; and (4) its outputs adopt an eclectic approach, combining written materials (booklets), visual materials (color illustrations and videos), and technology-based information supported by case presentations. Using both quantitative and qualitative data collection techniques, the project adopts an embedded mixed methods design. Planned to last 32 months, it will be implemented with the support of the Ministry of National Education (MoNE), Directorate General for Special Education and Guidance Services (ÖRGM), as documented in its official support letter dated December 19, 2023, No. E-27250534-604.01.01-92350015. The project outputs will be made available for use by MoNE–ÖRGM. The project will involve 1,590 participants across three phases: preparation, pilot study, and main implementation. The preparation phase will focus on developing the content of the professional development program and will involve 390 participants. In the second phase, the program’s effectiveness will be evaluated through a pilot study involving 400 special education preschool teachers, and modifications will be made if necessary. In the third phase, the main implementation, 800 special education preschool teachers will use the professional development program, and their views on and satisfaction with the materials will be examined. The project aligns with numerous provisions under the Education heading of the 12th Development Plan. By focusing on students with special needs and those involved in their lives—primarily teachers and, indirectly, parents—it has the potential to generate broad social and economic impacts at the family, local, and national levels. Its impact at the family and local levels lies in better preparing students with special needs for the future, improving the quality of life of these children and their families, providing practical solutions to a fundamental problem faced by their teachers, and thereby supporting more effective and efficient teaching and learning. With support from MoNE–ÖRGM, the project outputs will be disseminated nationwide and made freely accessible to all special education preschool teachers, creating the potential for broad social, economic, and commercial impacts. The project is also expected to contribute scientifically through two articles in international peer-reviewed journals, two national and two international conference presentations, and the training of graduate students. The project team has been assembled as an interdisciplinary team with the expertise required to implement the project successfully. Its members have participated in numerous national and international projects and studies involving the development and implementation of intervention programs in early intervention and early childhood special education.

Role: Principal Investigator | Duration: 2024-2027

Examining the Effectiveness of the Interaction-Based Early Childhood Intervention Program (ETEÇOM) for Children with Cleft Lip and Palate and Their Mothers

Duration: 2025-2026

Examining the Effects of the Quality Book Reading Early Intervention Program (NİKO) on Children and Their Parents in Relation to Various Variables

Role: Principal Investigator | Duration: 2024-2026

Examining the Relationship Between Screen Addiction and Parent–Child Interaction in Children with Autism Spectrum Disorder

Role: Principal Investigator | Duration: 2024-2026

The Role of Parental Burnout and Challenging Psychological Experiences in Screen Exposure Among Children with Special Needs

Like typically developing children, children with special needs now have easy access to screen-based media such as computers, tablets, and televisions. This access can make positive contributions to children’s lives by facilitating access to information and providing enjoyable activities. However, excessive time spent in front of screens (screen exposure) can lead to various physical, emotional, social, and academic problems, and even screen addiction. Given that parental attitudes and parents’ own psychological experiences are among the most influential factors in child development, parents may play a role in screen exposure among children with special needs, as they do among typically developing children. In particular, when burnout among parents of children with special needs is considered a potential contributor to child neglect, children who receive insufficient parental supervision may be more likely to experience screen exposure. Research on screen exposure among children with special needs and its underlying dynamics is limited. Moreover, no studies have examined the predictive effect of parental burnout on screen exposure. Using an explanatory sequential mixed methods design, this study aims to identify the mechanisms underlying the parent-related dynamics of screen exposure among children with special needs. Specifically, it will first test a hypothetical model in which parents’ psychological difficulties and burnout contribute to child neglect, which, in turn, is associated with increased screen exposure. Data will be collected from approximately 300 parents of children with different disability diagnoses using the Turkish Form of the Maslach Burnout Inventory for Parents of Children with Special Needs (Ergin, 1992), the Psychological Experiences Scale for Parents of Children with Disabilities (Akdoğan, 2020), the Neglect Subscale of the Parental Discipline Approaches Scale (Akyıldız, 2018), and a demographic information form that includes an item assessing children’s weekday and weekend screen time. Quantitative data will be analyzed using correlation, regression, and structural equation modeling in SPSS and Mplus. For the qualitative phase, approximately 10 parents will be recruited through purposive sampling. Semi-structured interviews will be conducted with these parents, and the interview data will be examined using content analysis. The findings are expected to provide guidance for parents, special education teachers, psychological counselors, and subject teachers who teach and work with students with special educational needs.

Role: Researcher | Duration: 2024-2026

Upskilling HED Students to create transformative cultural experiences for audiences with disabilities

Duration: 2024-2026

iNCLUSION-Upskilling HED Students to Create Transformative Cultural Experiences for Audiences with Disabilities

Duration: 2024-2026

Enhancing Teaching and Learning Environments at Anadolu University Faculty of Education Through Improvements to Physical and Technological Infrastructure and Subject-Specific Classrooms

Role: Principal Investigator | Duration: 2024-2026

Project DİLDAV: Development and Evaluation of the Effectiveness of an Online Professional Development Platform for Primary School Teachers to Support the Language Skills and Address the Problem Behaviors of Students with Special Needs

Role: Principal Investigator | Duration: 2023-2025

Evidence-Based Practices for Individuals with Autism Spectrum Disorder: Adaptation of the AFIRM Modules and Evaluation of User Perspectives

Role: Principal Investigator | Duration: 2022-2025

Strengthening Special Education Services in Early Childhood Project

Duration: 2023-2024

Project Naturalistic Instruction: Exploding and Transferring Evidence-Based Strategies for Early Childhood Inclusion Professionals (Erasmus+ Programme: Cooperation Partnerships in Vocational Education and Training)

Role: Principal Investigator | Duration: 2022-2024

Development and Effectiveness of an Interactive Life History Chatbot

Duration: 2026-2028

A Museum of 3D-Printable Artifacts for History Education

Role: Advisor | Duration: 2020-2023

An ICF-CY-Based Analysis of Individualized Education Programs for Children with Disability Medical Board Reports

Role: Researcher | Duration: 2020-2022

Improving receptive and expressive language outcomes in young children with developmental delay A comparison of three intervention protocols (US Department of Education Office of Special Education Programs)

Duration: 1999-2022

Project EV-DES: Designing and Implementing an Online Home Support Program for Parents of Young Children Diagnosed with Developmental Delays or Disabilities

Role: Principal Investigator | Duration: 2020-2021

An ICF-CY-Based Analysis of Individualized Education Programs for Children with Disability Medical Board Reports

Duration: 1999-2001

Evaluating Access to the Developmental Support Program (GEDEP) Through an Automated System

Role: Principal Investigator | Duration: 2019-2020

A Psychological Support Model for Parents of Children with Disabilities

Duration: 2018-2020