Peer Reviewed Publications |
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PEER REVIEWED PUBLICATIONS
Akemoglu, Y., Hinton, V., Laroue, D., & Jefferson, V. (2021). Parent-Implemented Shared Reading Intervention via Telepractice. Journal of Early Intervention (Special issue on telepractice). Advanced online publication, 1-21. DOI: 10.1177/10538151211032211
Watkins, L., Akemoglu, Y., & Fedewa, M. (2021). Training parents via telepractice to implement dialogic reading strategies with children with developmental disabilities shows promise but additional research is needed. Evidence-Based Communication Assessment and Intervention. DOI: 10.1080/17489539.2021.1957435
Akemoglu, Y., & Tomeny, K. (2021). A parent-implemented shared reading intervention to promote communication skills of preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(8), 2974–2987.
McLeod, R., Akemoglu, Y., Tomeny, K. (2021). Is coaching home visitors an evidence-based professional development approach? A review of the literature. Infants and Young Children. 34(2), 95-108.
Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding naturalistic communication teaching strategies during shared interactive book reading for preschoolers with developmental delays: A guide for caregivers. Early Childhood Education Journal. 48, 759–766.
Akemoglu, Y., Muharib, R., & Meadan, H. (2020). A systematic and quality review of parent-implemented language and communication interventions conducted via telepractice. Journal of Behavioral Education, 29, 282–316. (Special issue on Telepractice).
Pearson, J., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building family-professional partnerships with culturally, linguistically, and economically diverse families of young children. Multicultural Perspectives, 21(4), 208-216.
Akemoglu, Y., Garcia Grau, P., Meadan, H. (2019). Using masked raters to evaluate social validity of a parent-implemented communication intervention. Topics in Early Childhood Special Education. 39(3), 144-155. (Special issue on social validity).
Akamoglu, Y., & Meadan, H. (2019). Parent implemented communication strategies during storybook reading. Journal of Early Intervention. 41(4), 300-320.
Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H.W., Favazza, P., Stalega, M. & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal. 47(6), 677-685.
Cheung, W. C., Ostrosky, M. M., Yang, H.W., Akamoglu, Y., Favazza, P., & Aronson-Ensign, K., (2019). Merging motor and cognitive development: There’s so much to learn while being physically active! Palaestra. 33(3), 48-54.
Akamoğlu, Y., (2019). Otizm spektrum bozukluğunda ailenin Önemi: Ebeveyn aracılı müdahaleler [Importance of family in autism spectrum disorder: Parent-implemented interventions]. Araştırmadan Uygulamaya Özel Eğitim Dergisi [From Research to Practice: Journal of Special Education]. 1(4), 49-53. (Turkish practitioner journal)
Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting connected: Speech and language pathologists’ perceptions of building rapport via telepractice. Journal of Developmental and Physical Disabilities, 30(4), 569-585.
Akamoglu, Y., & Meadan, H. (2018). Parent-implemented language and communication interventions for children with developmental delays and disabilities: A scoping review. Review Journal of Autism and Developmental Disorders, 5(3), 294-309.
Aronson-Ensign, K., Favazza, P. C., Stalega, M., Ostrosky, M. M., Block, M. E., Yang, H. W., Akamoglu, Y., & Cheung, W. C. (2018). CHAMPPS: Filling the preschool curriculum gap. Palaestra, 32(4), 29-36.
Akamoglu, Y., & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication interventions. Young Exceptional Children, 20(1), 41-50.
Akamoglu, Y., Meadan, H., & Burke, M. (2016). Parents’ reported use of naturalistic communication teaching strategies. DADD Online Journal, 3, 7-23.
Chung, M. Y., Snodgrass, M. R., Meadan, H., Akamoglu, Y., & Halle, J. W. (2016). Understanding communication intervention for young children with autism and their parents: Exploring measurement decisions and confirmation bias. Journal of Developmental and Physical Disabilities, 28, 113-134.
Curtiss, S., Pearson, J., Akamoglu, Y., Fisher, K. W., Meyer, L., Snodgrass, M., Meadan, H., & Halle, J., (2016). Bringing instructional strategies home: Reaching families online. Teaching Exceptional Children, 48(3), 159-167.
Acar, S., & Akamoglu, Y. (2014). Practices for parent participation in early intervention/ early childhood special education. International Journal of Early Childhood Special Education, 6, 80-101.
Akemoglu, Y., Hinton, V., Laroue, D., & Jefferson, V. (2021). Parent-Implemented Shared Reading Intervention via Telepractice. Journal of Early Intervention (Special issue on telepractice). Advanced online publication, 1-21. DOI: 10.1177/10538151211032211
Watkins, L., Akemoglu, Y., & Fedewa, M. (2021). Training parents via telepractice to implement dialogic reading strategies with children with developmental disabilities shows promise but additional research is needed. Evidence-Based Communication Assessment and Intervention. DOI: 10.1080/17489539.2021.1957435
Akemoglu, Y., & Tomeny, K. (2021). A parent-implemented shared reading intervention to promote communication skills of preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(8), 2974–2987.
McLeod, R., Akemoglu, Y., Tomeny, K. (2021). Is coaching home visitors an evidence-based professional development approach? A review of the literature. Infants and Young Children. 34(2), 95-108.
Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding naturalistic communication teaching strategies during shared interactive book reading for preschoolers with developmental delays: A guide for caregivers. Early Childhood Education Journal. 48, 759–766.
Akemoglu, Y., Muharib, R., & Meadan, H. (2020). A systematic and quality review of parent-implemented language and communication interventions conducted via telepractice. Journal of Behavioral Education, 29, 282–316. (Special issue on Telepractice).
Pearson, J., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building family-professional partnerships with culturally, linguistically, and economically diverse families of young children. Multicultural Perspectives, 21(4), 208-216.
Akemoglu, Y., Garcia Grau, P., Meadan, H. (2019). Using masked raters to evaluate social validity of a parent-implemented communication intervention. Topics in Early Childhood Special Education. 39(3), 144-155. (Special issue on social validity).
Akamoglu, Y., & Meadan, H. (2019). Parent implemented communication strategies during storybook reading. Journal of Early Intervention. 41(4), 300-320.
Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H.W., Favazza, P., Stalega, M. & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal. 47(6), 677-685.
Cheung, W. C., Ostrosky, M. M., Yang, H.W., Akamoglu, Y., Favazza, P., & Aronson-Ensign, K., (2019). Merging motor and cognitive development: There’s so much to learn while being physically active! Palaestra. 33(3), 48-54.
Akamoğlu, Y., (2019). Otizm spektrum bozukluğunda ailenin Önemi: Ebeveyn aracılı müdahaleler [Importance of family in autism spectrum disorder: Parent-implemented interventions]. Araştırmadan Uygulamaya Özel Eğitim Dergisi [From Research to Practice: Journal of Special Education]. 1(4), 49-53. (Turkish practitioner journal)
Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting connected: Speech and language pathologists’ perceptions of building rapport via telepractice. Journal of Developmental and Physical Disabilities, 30(4), 569-585.
Akamoglu, Y., & Meadan, H. (2018). Parent-implemented language and communication interventions for children with developmental delays and disabilities: A scoping review. Review Journal of Autism and Developmental Disorders, 5(3), 294-309.
Aronson-Ensign, K., Favazza, P. C., Stalega, M., Ostrosky, M. M., Block, M. E., Yang, H. W., Akamoglu, Y., & Cheung, W. C. (2018). CHAMPPS: Filling the preschool curriculum gap. Palaestra, 32(4), 29-36.
Akamoglu, Y., & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication interventions. Young Exceptional Children, 20(1), 41-50.
Akamoglu, Y., Meadan, H., & Burke, M. (2016). Parents’ reported use of naturalistic communication teaching strategies. DADD Online Journal, 3, 7-23.
Chung, M. Y., Snodgrass, M. R., Meadan, H., Akamoglu, Y., & Halle, J. W. (2016). Understanding communication intervention for young children with autism and their parents: Exploring measurement decisions and confirmation bias. Journal of Developmental and Physical Disabilities, 28, 113-134.
Curtiss, S., Pearson, J., Akamoglu, Y., Fisher, K. W., Meyer, L., Snodgrass, M., Meadan, H., & Halle, J., (2016). Bringing instructional strategies home: Reaching families online. Teaching Exceptional Children, 48(3), 159-167.
Acar, S., & Akamoglu, Y. (2014). Practices for parent participation in early intervention/ early childhood special education. International Journal of Early Childhood Special Education, 6, 80-101.
