Olçay, S., & Tekin-İfftar, E. (2023). Hedeflenmeyen bilgi uyaranının davranış öncesi ve sonrası uyarana eklenerek sunulması fark yaratır mı? Eğitim ve Bilim, 1-19. Doi: 10.15390/EB.2023.11725

Tekin-Iftar, E., Ault, M., Collins, B. C., Olcay, S., Degirmenci, H. D., & Aydin, O. (2023). A meta-analysis of the graduated guidance procedure. Journal of Special Education.

Degirmenci, H. D., & Tekin-Iftar, E. (2023). Web-based professional development with and without coaching to train Turkish special education teachers. Education and Training in Autism and Developmental Disabilities, 58(3), 299-314.

Ozen, A., Genc-Tosun, D., & Tekin-Iftar, E. (2022). Response prompting procedures delivered within embedded teaching trials for teaching chained skills. Behavioral Interventions. doi: 10.1002/bin.1887

Fidan, A., & Tekin-Iftar, E. (2022). Effects of Hybrid Coaching on Middle School Teachers’ Teaching Skills and Students’ Academic Outcomes in General Education Settings. Education and Treatment of Children, 45, 193-210. DOI: 0.1007/s43494-021-00069-9

Kıyak, U. E., & Tekin-Iftar, E. (2021). General education teacher preparation in core academic content teaching for students with developmental disabilities. Behavioral Interventions, 1-20, https://doi.org/10.1002/bin.1847

Tekin-Iftar, E., Olcay-Gul, S., Sirin, N., Bilmez, H., Degirmenci, D., & Collins, B. C. (2021). Systematic analysis of safety skill interventions to individuals with autism spectrum disorder. The Journal of Special Education, 54(4), 239-250. DOI: 10.1177/0022466920918247

Tunç-Paftalı, A. & Tekin-Iftar, E. (2021). E-coaching preschool teachers to use simultaneous prompting to teach children with autism spectrum disorder. Teacher Education and Special Education, 44(3), 255-273. DOI: 10.1177/0888406420925014

Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. DOI: 10.1177/0014402918795702

Acar, C., Tekin-Iftar, E., & Yikmis, A. (2017). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226. DOI: 10.1177/0022466916649164.

Collins, B. C., Tekin-Iftar, E., & Olcay-Gul, S. (2017). International collaboration and its contributions: Disseminating knowledge and supporting evidence-based practices across countries. Education and Training in Autism and Developmental Disabilities, 52(3), 227-239.

Tekin-Iftar, E., Collins, B., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use a simultaneous prompting procedure to teach core contents to students with autism. Teacher Education and Special Education, 40(3), 225-245. DOI: 10.1177/0888406417703751

Olcay-Gul, S. & Tekin-Iftar, E. (2016). The power of family generated and delivered Social Story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67-78

Sirin, N., & Tekin-Iftar, E. (2016). Opinions of parents and teachers about safety skills instruction to children with ASD: A preliminary investigation. Journal of Autism and Developmental Disorders, 46(8), 2653-2665.

Ergenekon, Y., Tekin-Iftar, E., Kapan, A., & Akmanoglu, N. (2014). A comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49(2), 200-213.

Odluyurt, S., Tekin-Iftar, E., & Ersoy, G. (2014). The effects of school counselor supervised peer-tutoring intervention in inclusive settings on meeting IEP outcomes of students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49(3), 415-428.

Odluyurt, S., Tekin-Iftar, E., & Adalıoglu, I. (2012). Does treatment integrity matter in promoting learning among children with developmental disabilities? Topics in Early Childhood Special Education, 32(3), 142-150.

Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism: The International Journal of Research and Practice, 15(2), 185-203. DOI: 10.1177/1362361309352180

Tekin-İftar, E., Kurt, O., & Çetin, Ö. (2011). Yüksek ve düşük düzeyde uygulama güvenirliğiyle sunulan sabit bekleme süreli öğretimin öğrenme üzerindeki etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 11, 363-381.

Tekin-Iftar, E., & Birkan, B. (2010). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 44(1), 50-63.

Ersoy, G., Tekin-Iftar, E., & Kircaali-Iftar, G. (2009). The effects of antecedent prompt and test procedure on teaching simulated menstrual care skills to females with developmental disabilities. Education and Training in Developmental Disabilities, 44(1), 54-66.

Kurt, O., & Tekin-Iftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28(1), 53-64.

Tekin-Iftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 249-265.

Erbas, D., Tekin-Iftar, E., & Yucesoy, S. (2006). Teaching special education teachers how to conduct functional analysis in natural settings. Education and Training in Developmental Disabilities, 41(1), 28-36.

Gürsel, O., Tekin-Iftar, E., & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through observational learning and instructive feedback. Education and Training in Developmental Disabilities, 41(3), 225-243.

Tekin-Iftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities, 38(1), 77-94.

Tekin, E., & Kırcaali-İftar, G. (2002). Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 283-299.

Dogan, O. S., & Tekin-Iftar, E. (2002). The effects of simultaneous prompting on teaching receptively identifying occupations from picture cards. Research in Developmental Disabilities, 23(4), 237-252.

Bozkurt, N., Karabulut, E., Koçarslan, N., G.H. Korkmaz, ve Tekin-İftar, E. (2022). Replikli öğretim: Otuz yıllık zaman diliminde yürütülen araştırmaların betimsel analizi ve meta-analizi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, https://doi.org/10.21565/ozelegitimdergisi.904902

Tekin-Iftar, E., Sirin, N., & Collins, B. C. (2021). Turkish parents, teachers, and faculty members’ opinions and experiences on safety skills instruction for children with autism spectrum disorder. International Electronic Journal of Elementary Education, 13(3), 341-352

Tekin-Iftar, E., Jimenez, B., & Degirmenci, H. D. (2020). A tale of two countries: An international perspective on non-traditional special education. Rural Special Education Quarterly, 40(2), 85-94. doi: 10.1177/8756879520982297 (ESCI). (Davetli Makale)

Aydın, O., ve Tekin-Iftar, E. (2020). Otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimi: Tek-denekli araştırmalarda betimsel ve meta analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(2),383-426. doi: 10.21565/ozelegitimdergisi.521232 (ESCI)

Aydın, O., Tekin-Iftar, E., & Rakap S. (2019). “Bilimsel dayanaklı uygulamaları belirlemede tek-denekli deneysel araştırmaların niteliksel göstergeleri” yönergesinin matamatik becerileri öğretimi örneğinde ele alınışı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 597-628. doi: 10.21565/ozelegitimdergisi.421952

Kıyak, Ü. E., Tuna, M.D., ve Tekin-İftar, E. (2018). Zihin yetersizliği olan bireylere güvenlik becerilerinin öğretimi: Kapsamlı betimsel analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19, 1-34. DOI: 10.21565/ozelegitimdergisi.408927 (ESCI)

Tekin-Iftar, E., ve Olcay-Gul, S. (2016). Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 451-472. (Davetli Makale)

Tekin-Iftar, E., Kurt, O., ve Acar, G. (2008). Enhancing instructional efficiency through generalization and instructive feedback. International Journal of Special Education, 23(1), 147-158.

Tekin-Iftar, E., Acar, G., ve Kurt, O. (2003). The effects of simultaneous prompting on teaching expressively identifying the objects: An instructive feedback study. International Journal of Disability, Development and Education, 50(2), 149-167.

Tekin-Iftar, E., Kircaali-Iftar, G., Birkan, B., Uysal, A., Yildirim, S., ve Kurt, O. (2001). Using constant time delay to teach leisure skills to children with developmental disabilities. Mexican Journal of Behavior Analysis, 27, 337-362.

Tekin-İftar, E., Genç-Tosun, D., ve Özen, A., (2023). Özel eğitim öğretmenlerinin bilimsel-dayanaklı uygulamalara ilişkin bilgileri, deneyimleri ve mesleki gelişim gereksinimleri. Buca Eğitim Fakültesi Dergisi, 58, 3209-3235. doi: https://doi.org/10.53444/deubefd.1368139

Acar, Ç., Değirmenci, H. D., Olçay, S., & Tekin-İftar, E. (2023). Öğretmenlerin gelişim yetersizliği olan öğrencilere sosyal beceri öğretimine ilişkin bilgileri, deneyimleri ve mesleki gelişim gereksinimleri. Uludağ Üniversitesi Eğitim Fakültesi. doi:DOI: 10.19171/uefad.1293113

Olçay-Gül, S. ve Tekin-İftar, E. (2012). Otizm spektrum bozukluğu tanısı olan bireyler için sosyal öykülerin kullanımı. Özel Eğitim Dergisi, 13, 1-20.

Özaydın, L., Tekin-İftar, E., ve Kaner, S. (2008). Arkadaşlık becerilerini geliştirme programının özel gereksinimi olan okulöncesi çocuklarının sosyal etkileşimlerine olan etkisi. Özel Eğitim Dergisi, 9, 15-34.

Bozkurt, F., ve Tekin-Iftar, E. (2003). Zihin özürlü bireylere yiyecek hazırlama becerilerinin öğretimiyle ilgili alanyazın taraması. Özel Eğitim Dergisi, 4, 1-12. https://doi.org/10.1501/Ozlegt_0000000203

Yıldırım, S., ve Tekin-Iftar, E. (2002). Akranların sunduğu sabit bekleme süreli öğretim gelişimsel geriliği olan öğrencilere tanıtıcı levhaların öğretiminde etkili midir? Özel Eğitim Dergisi, 3, 67-84.

Tekin, E. (2001). The effects of group counseling on negative feelings of the siblings of children with mental retardation. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 10, 175-184.

Tekin, E. (2000). Karşılaştırmalı-tek denekli araştırma modelleri. Özel Eğitim Dergisi, 2, 1-12.

Tekin, E. (1999). Yanlışsız öğretim yöntemleri. Özel Eğitim Dergisi, 2, 87-102.

Tekin, E. (1996). İşlevsel ve etkili bireyselleştirilmiş eğitim programları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6, 111-122.

Tekin-İftar, E. (2019). Özel eğitimde bilimsel-dayanaklı uygulamalar: Tarihçe, tanım ve öneriler. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15-20.

Tekin-İftar, E. (2019). Öğretimde değerlendirme yapma: Veriye dayalı karar alma. Araştırmadan Uygulamaya Özel Eğitim Dergisi,1(8), 58-67.