Assoc. Prof. Dr. Serpil Alptekin, a faculty member in the Department of Special Education (Intellectual Disabilities Education Division) at the Faculty of Education of Ondokuz Mayıs University (OMU), is conducting intervention research within a scientific framework, providing teachers with evidence-based guidance in special education.

The studies carried out by Assoc. Prof. Dr. Serpil Alptekin enable teachers to achieve more effective and lasting learning outcomes for students through scientifically grounded methods.

“We carry out a data-driven intervention process”

Alptekin stated:

“We conduct intervention research within a scientific framework in special education. Studies based on data and evidence are inherently scientific. First, we collect data on the child’s performance. Then, we select an appropriate intervention and monitor its implementation. To determine how this intervention affects the child’s behaviors, we continue collecting data throughout the process.”

“Evidence-based practices strengthen teaching”

Emphasizing the significant benefits of these studies for children, the education system, and professionals working within it, Alptekin said:

“These studies contribute to the development of evidence-based practices. Within this framework, they support the provision of instructional content grounded in scientific data for teachers. In this way, when we aim to change students’ behaviors more quickly, we can achieve faster learning through more effective intervention methods. What is learned becomes more permanent, and students can achieve success more easily.”

“Different interventions are needed for each individual”

Highlighting the importance of individual differences in special education, Alptekin stated:

“Each individual may require a different intervention, and a different approach should be applied to each one. When we aim to determine which interventions are effective for a child, we act based on the results obtained from intervention tools. These tools guide us when preparing individualized education programs and delivering content tailored to the child’s needs.”

“Providing scientific guidance for teachers”

Alptekin concluded:

“These studies ensure that teachers implement practices not randomly or solely based on experience, but grounded in scientific evidence. They also contribute to the development of data-driven instructional content. As a result, teachers can benefit from evidence-based practices and deliver more effective instruction. Ultimately, this approach enables teachers to better support their students, intervene more effectively in their behaviors, and implement practices that better prepare students for society.”