Person: KIYAK, ÜZEYİR EMRE
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KIYAK
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ÜZEYİR EMRE
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Publication Explicit and systematic scripted instructional programs for students with autism spectrum disorder: An updated and extended review(Springer Heidelberg, 2021-07-22) Sulu, Mehmet D.; Martella, Ronald C.; Toper, Özlem; Marchand-Martella, Nancy E.; Kıyak, Üzeyir E.; TOPER, ÖZLEM; KIYAK, ÜZEYİR EMRE; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Özel Eğitim Bölümü.; 0000-0002-2681-9407; E-6501-2018; EDN-7767-2022In a recent review of explicit and systematic, scripted instructional programs for students with autism spectrum disorder (ASD), Plavnick et al. (Review Journal of Autism and Developmental Disorders, 2, 55-66, 2015) found that only 1 of 9 studies met all eight quality indicators outlined by Horner et al. (Exceptional Children, 71(2), 165-179, 2005). These authors made four recommendations to establish explicit, systematic, and scripted instructional programs (ESS) as evidence based. The aim of this systematic review was to replicate and extend the Plavnick et al. findings. In the current review, 9 articles published between 2013 and 2020 in peer-reviewed journals were found that met the following inclusion criteria: at least one of the participants had to be diagnosed with ASD and the independent variable had to be a published, explicit, and systematic scripted instructional program. Articles were analyzed based on (a) their specific attributes; (b) their quality based on the Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education (Cook et al., Remedial and Special Education, 36(4), 220-234, 2015); and (c) the improvements, if any, in the research on the problem areas outlined by Plavnick et al. in the areas of lesson completion/program information, measures, description of participant characteristics, and involvement of parents or school personnel as instructors. Results showed (a) that the age range of the participants was from 4 to 17 years, most studies used researcher-developed assessments or assessments within the program, the most frequently used program was Language for Learning, instructional sessions lasted from 10 min to 1.5 h over 4 weeks to 2 academic years, and the most frequently used research design was single-case; (b) 3 of 9 studies met CEC quality indicators with weakness in program implementation and/or design features; and (c) compared to Plavnick et al., results showed improvements in providing information on program implementation but a continued failure to implement all lessons, a continuation of inadequate and/or infrequent measures, improvements in providing participant characteristics information, and greater involvement of school (or clinic) personnel as instructors in program implementation. Results are discussed along with recommendations.Publication Teaching safety skills to individuals with intellectual disabilities: A comprehensive descriptive analyses(Ankara Univ, Fac Educational Sciences, 2019-01-01) Tuna, D. Merve; Iftar, Elif Tekin; Kıyak, Uzeyir Emre; KIYAK, ÜZEYİR EMRE; Bursa Uludağ Üniversitesi.; 0000-0002-2681-9407; E-6501-2018Safety skills are vital for all individuals. Literature shows that individuals with intellectual disabilities are 2 or 3 times more exposed to accidents, violence, abuse and neglect than general population. This study aims to evaluate the demographic, methodological characteristics and outcomes of the studies aiming at teaching safety skills to individuals with intellectual disabilities. The revieewed studies are located by conducting searching in the electronic databases, journal indexes and references of studies. A total of 176 studies were found. The researchers reviewed them in terms of inclusion and exclusion criteria and retained 33 of them for descriptive analysis. Each study was coded according to parameters for demographical, methodological and outcomes characteristicsf or descriptive analysis. Analyses showed safety skills can be taught to individuals in different ages and with different levels of intellectual disabilities. Findings are discussed, suggestions for researchers and practitioners are made.Publication General education teacher preparation in core academic content teaching for students with developmental disabilities(Wiley, 2021-11-30) Kıyak, Üzeyir Emre; Tekin-İftar, Elif; KIYAK, ÜZEYİR EMRE; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Özel Eğitim Bölümü; 0000-0002-2681-9407; E-6501-2018We used multiple probe design with probe trials across three teacher-student dyads to examine the effects of a professional development on middle school general education teachers' accurate use of simultaneous prompting procedure and self-monitoring as well as the effects of the simultaneous prompting procedure on acquisition of academic core content of middle school students with developmental disabilities in inclusive classrooms. Moreover, we investigated the maintenance and generalization effects of professional development on teachers' outcomes as well as simultaneous prompting procedure on students' outcomes. Last, teachers' and students' opinions regarding social validity of the study were investigated. Results showed that (a) teachers acquired using simultaneous prompting procedure and self-monitoring with 100% accuracy, maintained the acquired teaching behaviors over time and generalized them across different conditions and (b) students acquired their targeted academic content, maintained them over time, and generalized them across different people. Moreover, both the opinions of teachers and the students were positive. Implication of the findings and directions for future research are discussed.