Öz
The aim of this study was to examine research on motor stereotypic behaviors in autism spectrum disorder using bibliographic coupling analysis, one of the bibliometric analysis methods. To the best of our knowledge, the literature contains limited research that comprehensively examines motor stereotypic behaviors using bibliographic coupling analysis. Within this scope, a dataset consisting of 49 articles was obtained through a search string constructed in the Web of Science database. Following a detailed screening process, 35 articles identified as directly relevant to the research focus were analyzed using bibliographic coupling analysis with VOSviewer version 1.6.20. The results indicated that 25 articles were meaningfully interconnected and clustered into three main groups. The analyses further revealed that research on motor stereotypic behaviors in autism spectrum disorder has predominantly focused on the themes of diagnosis, etiology, and intervention. Moreover, the findings demonstrate a continued need for more rigorous, multidimensional, and methodologically robust research addressing the conceptualization of motor stereotypic behaviors, their underlying causes, and the development of effective intervention approaches. The findings are discussed within this framework, and recommendations for future research are provided.
Anahtar Kelimeler
Autism spectrum disorder motor stereotypic behaviors bibliometric analysis bibliographic coupling
Kaynakça
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Öz
Bu araştırmanın amacı, otizm spektrum bozukluğunda motor stereotipik davranışlara yönelik araştırmaları, bibliyometrik analiz yöntemlerinden biri olan bibliyografik eşleştirme analizi ile incelemektir. Alanyazın incelendiğinde, motor stereotipik davranışlara odaklanan araştırmaları bibliyografik eşleştirme analiziyle bütüncül biçimde ele alan çalışmaların sınırlı olduğu görülmektedir. Bu kapsamda, Web of Science veri tabanında oluşturulan arama dizgesi kullanılarak 49 makaleden oluşan bir veri seti elde edilmiştir. Yapılan ayrıntılı inceleme sonucunda, araştırma konusu ile doğrudan ilişkili olduğu belirlenen 35 makale, VOSviewer 1.6.20 yazılımı kullanılarak bibliyografik eşleştirme analiziyle değerlendirilmiştir. Analiz sonuçları, 25 makale arasında anlamlı bağlantılar bulunduğunu ve makalelerin üç temel küme altında toplandığını göstermiştir. Analiz sonuçları, otizm spektrum bozukluğunda motor stereotipik davranışlara yönelik yürütülen araştırmaların ağırlıklı olarak tanılama, neden ve müdahale temaları etrafında kümelendiğini ortaya koymuştur. Bununla birlikte bulgular, motor stereotipik davranışların kavramsal tanımlanması, ortaya çıkma nedenlerinin açıklanması ve etkili müdahale yaklaşımlarının belirlenmesi konularında daha nitelikli, çok yönlü ve yöntemsel açıdan güçlü araştırmalara duyulan gereksinimin sürdüğünü göstermektedir. Araştırmada elde edilen bulgular bu çerçevede tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.
Anahtar Kelimeler
Otizm spektrum bozukluğu motor stereotipik davranışlar bibliyometrik analiz bibliyografik eşleştirme
Kaynakça
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Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Otistik Çocuklar Eğitimi, Otizm ve Spekrum Bozukluğu Eğitimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Gönderilme Tarihi | 3 Aralık 2025 |
| Kabul Tarihi | 18 Aralık 2025 |
| Erken Görünüm Tarihi | 19 Aralık 2025 |
| Yayımlanma Tarihi | 19 Aralık 2025 |
| Yayımlandığı Sayı | Yıl 2025 Sayı: Advanced Online Publication |
Amaç ve Kapsam
Turkish Journal of Special Education Research and Practice (TRSPED) is an international peer-reviewed open access journal published bi-annually in August and December. TRSPED addresses issues concerning with the development, education and rehabilitation of infants, toddlers, children, youths, and adults with exceptionalities.
TRSPED publishes empirical research, systematic reviews, meta-analysis, position papers, literature reviews, theoretical papers, research-to-practice papers, policy analysis and book/software review on special education. The aim of the journal is to present up-to-date-information about special education to scholars, clinicians, educators, families, caregivers, administrators, and policy makers.
TRSPED publishes original manuscripts focusing on the following topics*:
Definition, identification, and characteristics
Assessment and placement
Prevention and early childhood intervention
Effective curriculum and instruction
Scientifically-based and evidence-based practices
Behavior and classroom management
Family training and family involvement
Personnel preparation and teacher education
Professional standards and professional development
Transition and career development
Inclusion and inclusive practices
Related services and service delivery systems/practices
Legislation and special education laws
Ethical issues
Policy and policy implications
Assistive and augmentative technology and instructional technology
Cross-cultural comparison of special education
* Original manuscripts focused on other related topics not listed above will be considered for publication in TRSPED contingent upon the editorial review and decision.
Yazım Kuralları
Authors Guidelines and Writing Rules
Turkish Journal of Special Education Research and Practice (TRSPED) is an international peer-reviewed open access journal published bi-annually in August and December. TRSPED addresses issues concerning with the development, education and rehabilitation of infants, toddlers, children, youths, and adults with exceptionalities (e.g. autism, culturally and linguistically diverse, emotional and behavioral disorders, hearing impairments, hyperactivity and attention deficiency, intellectual disabilities, language and speech disorders, learning disabilities/difficulties, multiple and severe disabilities, physical disabilities, and visual impairment), and giftedness and talent (i.e., gifted and talented individuals). TRSPED accepts manuscripts written in Turkish and English.
Type of Manuscripts:
TRSPED publishes empirical research, systematic reviews, meta-analysis, position papers, literature reviews, research-to-practice papers, policy analysis and book/software review focused on special education. The aim of the journal is to present up-to-date-information about special education to scholars, clinicians, educators, families, caregivers, administrators, and policy makers.
1. Empirical research studies published in TRSPED are those that include students with disabilities or who are at risk, their teachers, caregivers, siblings, or other service providers. Studies using group experimental, single-subject experimental, descriptive, correlational, observational, casual-comparative, survey designs as well as case studies, action research, and qualitative designs are welcome. Empirical research studies must have clear and important implications for special education research and practice. Primary criteria to evaluate empirical research studies include importance of the topic for the field of special education, design quality, quality of implementation and description, and discussion of the findings with respect to future research and implication for practice or policy. Manuscript length should be maximum 30 typewritten, double-spaced pages, including tables, figures, and references.
2. Systematic reviews and meta-analyses are focused syntheses that are important to improve and have clear implication for special education practices. Systematic reviews and meta-analyses should be up-to-date, comprehensive, and critical. Systematic reviews and meta-analyses should describe the procedure used to select the reviewed literature, evaluate the methodological adequacy and quality of the reviewed literature, discuss the major findings, and present implications for theory, research, policy or practice. Primary criteria to evaluate systematic reviews and meta-analyses include comprehensiveness of the review, methodological quality and adequacy, writing quality, depth and breadth, and value to the field of special education. Meta-analyses must report effect size estimates. Manuscript length should be maximum 50 typewritten, double-spaced pages, including tables, figures, and references.
3. Position papers are the papers that identify and examine the important theoretical and practical issues in special education. Position papers define, explain, compare, analyze, and conclude the specific positions such as an approach, model, system, and/or program based on the existing literature. Position papers should take into consideration both the impacts and limitations of the position. Manuscript length should be maximum 15 typewritten, double-spaced pages, including tables, figures, and references.
4. Research to practice papers are those that translate empirical research findings into actionable guidance for caregivers, special education teachers, or other service providers. Research to practice papers should be grounded in appropriate research base and an explicit connection to evidence-based practices in special education should be made. These manuscripts may include case scenarios and examples to illustrate how the practice described can be implemented across different settings with one or more individuals with special educational needs. Manuscript length should be maximum 20 typewritten, double-spaced pages, including tables, figures, and references.
5. Policy analyses are papers that provide research results and critical discussions related to legislations and policies on special education. Policy analyses should include the issues that impact the special education practices and the individuals with special needs. Manuscript length should be maximum 15 typewritten, double-spaced pages, including tables, figures, and references.
6. Book or software reviews are papers that introduce and evaluate books or software related to the field of special education. Book or software reviews should describe the purpose, content, functioning, and usage of the introduced book or software. Reviews must address and examine the book or software with a critical approach. Manuscript length should be maximum 5 typewritten, double-spaced pages, including tables, figures, and references.
Manuscript Preparation and Writing Rules:
The Publication Manual of the American Psychological Association - 7th edition (APA; 2020) should be followed when preparing all manuscripts. Authors should follow the general guidelines listed below:
1. A separate title page must be prepared for all manuscripts and include the following elements: (a) title of the manuscript (12 words or less), (b) type of the manuscript (as described above) (c) first, middle, and last name of each author with the higher academic degree obtained noted, (d) names of the intuitions in which each author is affiliated along with full addresses and e-mails for all authors, and (e) any acknowledgments, financial disclosure information, author notes, or other text that could identify the authors to reviewers.
2. All manuscripts should accompany a structured abstract of 100-200 words (depending on the manuscript type) and 3-5 keywords. The abstract should be placed on a new page after the Title page.
3. Title of the manuscript should include 12 words or less. The title should also appear on the first page of the manuscript (the next page following the Abstract page) above the first paragraph, centered and bold. All title and headings must be bold.
4. Length of manuscripts should not exceed the page-limit specified for each manuscript type above. Page limits include tables, figures, and references
5. All manuscript pages should be numbered in sequence, starting with the Abstract page.
6. When typing the manuscripts, an 8½ × 11 in. paper with 1-in. margins, double spacing, left alignment of the text, and Times New Roman 12-pt. type should be used. This formatting should be used in the Title page, Abstract, Tables, and Figures.
7. Tables and Figures should be formatted by APA style and placed at the ends of the paper following the References. Approximate places of the tables and figures should be noted within the manuscript using <TABLE X ABOUT HERE> notation. Each table or figure should be placed on a new page. Tables should be double-spaced and be created using Word’s table functions. All tables and figures must be cited in text.
8. Figures should be black and white only. In rare cases, color figures will be accepted when the black and white version of the figure is not readable. Pictures may be accepted on Research to practice papers.
9. Authors must obtain written permission for figures, tables, photos, other artwork, and extensive quotes taken directly from other sources.
10.Tab key and centering functions should be used for head alignment and paragraph indents, instead of the space bar.
11.Manuscripts reporting studies that involve human subjects must specify that ethical approval was obtained from an Institutional Review Board. Obtaining permission from an educational agency or other public entities is not sufficient alone.
12.All manuscripts written in Turkish (except Book or Software reviews) should accompany an extended English summary of 1000-1200 words. English summary should be placed following the Reference list of the Turkish manuscript. English summary for manuscripts reporting empirical research studies, systematic reviews, meta analyses, or literature reviews should include the following sections (as appropriate): Introduction (150-200 words including research questions), Method (300-350 words), Results (300-350 words), and Discussion (250-300 words with implications for future research and practice). English summaries for the position papers, research to practice papers, and policy analysis papers should include a separate summary of all major sections of the Turkish manuscripts. Book or software reviews written in Turkish should include an English summary of 250 words.
13.Biased language should be avoided in any part of the manuscript and authors must employ “people first language” when referring to or describing individuals with disabilities (e.g., students with disabilities, child with autism).
14.Authors should use an active voice and passive voice should be avoided (e.g., “Three teachers implemented the intervention” versus “Intervention was implemented by three teachers”).
15.Each section of the manuscript should only include information suitable for a given section. For example, authors should not interpret their findings in the Results section, should not present new data in the Discussion section, or should not repeat the same information presented in Results when discussing the findings in the Discussion section.
16.Effect size estimates should be provided in studies using quantitative research designs including those employed single-subject experimental research designs.
17.Within text citations and the Reference list should be formatted using the APA guidelines (2010). Digital object identifiers (DOIs) must be included in the reference list. All references cited within the manuscript should be listed in the Reference list and vice versa. Authors should cite relevant studies/work from Turkish and/or English literature as appropriate and studies cited within the manuscript should reflect the most current work (published within the last 10 years).
18.The Cover Letter must state that the purpose of the manuscript and its expected contribution to the field of special education and that the manuscripts has not been previously published, is not under review elsewhere, and will not be submitted for review elsewhere while it is being reviewed in TRSPED. Authors must also specify that approval from the appropriate Institutional Review Boards is obtained. The Cover Letter should be dated and singed by the corresponding author and include contact information for the corresponding author (full name, institution, address, phone number, e-mail address).
Manuscript Submission:
All manuscripts should be submitted electronically: https://dergipark.org.tr/trsped. To submit a manuscript, Log in to the DergiPark system at https://dergipark.org.tr/trsped by clicking the blue “Login” or green “Submit a Manuscript” buttons and follow the instruction once you logged in. If you are a new user, please register to the DergiPark system at https://dergipark.org.tr/register/ (if you are a first-time user). Once you register, and log in to the system as described above. Please have all necessary sections (Title page, abstract, keywords, and main manuscript file with no identifying information, copyright agreement, and cover letter) before starting to the submission process.
Manuscript Review Process:
Acknowledgement e-mail will be sent to the author(s) within two days of the submission. A Co-editor will be assigned to each manuscript to conduct preliminary examination of the manuscript for content and format (aim and scope, importance, originality, characteristics of subjects, research design, length, written language, and APA style etc.). Manuscripts that do not meet the journal guidelines for content or format will be returned to the author within a week of original submission. Manuscripts passing the preliminary screening will be forwarded to an Associate Editor who will oversee the review process. Associate Editors will assign each manuscript to three reviewers who are experts in special education. The “double-blind” review process will take 6 to 8 weeks. Upon receiving all reviews, Associate Editors will make recommendation about the manuscript to the Co-Editors. After reading and evaluating the manuscript and the reviews, the Co-editors will e-mail the corresponding author a written editorial decision and the reviews. The decision will be one of the following: (a) Accept, (b) Accept with Revisions, (c) Reject, Revise, Resubmit, and (d) Reject. TRSPED aims to inform authors about the editorial decision within 12 weeks of their submission.
Copyright:
When submitting their manuscript to TRSPED, authors will be required to sign a Transfer of Copyright form.
Etik İlkeler ve Yayın Politikası
Turkish Journal of Special Education Research and Practice (TRSPED) has a Conflict of Interest policy in place and complies with international, national and/or institutional standards on research involving Human Participants and/or Animals and Informed Consent. The journal adopts/follows the Committee on Publication Ethics' (COPE) principles on dealing with acts of misconduct. The journal may use plagiarism detection software to screen the submissions. If plagiarism is identified, the COPE guidelines on plagiarism will be followed. Content published in this journal is peer-reviewed (Double Blind).
Ücret Politikası
Turkish Journal of Special Education Research and Practice (TRSPED) dergisine makale gönderimi ve süreç işletimi ücretsizdir.
Dizinler
Dergi Kurulları
Editörler
My current research interests include examining the impact of various professional development practices on preschool teachers’ implementation of evidence-based naturalistic instruction approaches; conducting applied research studies focused on improving development, engagement, and learning of young children with or at-risk for developmental disabilities, their families and teachers; identifying evidence-based practices using systematic reviews and meta-analytic methods; and examining treatment effect estimates in single-case experimental research.
I have authored over 50 articles and book chapters; have edited three books in Turkish; have been the translation editor of two books from English to Turkish (Educating Exceptional Children, Doing Ethical Research with Children); and have written the national autism and special education report of Turkey along with two other researchers. I have served as the principal investigator for five research grants funded by the Scientific and Technological Research Council of Turkey or Scientific Research Projects Unit of Ondokuz Mayis University, Samsun, Turkey.
I am currently the co-editor of Turkish Journal of Special Education and serve on the editorial/advisory board of the Journal of Early Intervention and Educational Psychology. I have received several awards and recognition for my work including Academic Research Achievement Award (2017) and Post-Doctoral Research Award (2016) from the Ondokuz Mayis University, Samsun, Turkey; Glenda Ward Caro Fellowship in Education (2011) and Outstanding International Student Award (2010) from the University of Florida; and Marg Csapo Scholarship (2009) from the International Association of Special Education.
I received a bachelor’s degree in Elementary Education at Gazi University in Ankara, Turkey; a master’s degree in Early Intervention/Early Childhood Special Education at the University of Pittsburgh; and a doctoral degree in Special Education with a specialization in Early Childhood Studies/Early Intervention and minor in Research Evaluation and Methods at the University of Florida. I completed a one-year postdoctoral fellowship at the Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida.
Danışman Editörler
ANKARA YILDIRIM BEYAZIT ÜNİVERSİTESİ SAĞLIK BİLİMLERİ FAKÜLTESİ DİL VE KONUŞMA TERAPİSİ BÖLÜMÜ
Görme Engellilerin Eğitimi, Kaynaştırma ve Bireyselleştirilmiş Eğitim Programı Hazırlama, Çoklu Yetersizliği Olan Çocukların Eğitimi, Görme ve Ek yetersizliği Olan Çocukların Eğitimi, Körsağır Çocukların Eğitimi
Anadolu Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümü’nden 1991’de lisans derecesini alan Dr. Erbaş; 1998’de Amerika Birleşik Devletleri’nde Illinois Üniversitesi’nden Zihin Engelliler Öğretmenliği alanında yüksek lisans derecesini, 2001’de ise Anadolu Üniversitesi’nden Özel Eğitim alanında doktora derecesini almıştır. 1991-1994 yılları arasında Anadolu Üniversitesi Zihin Engelliler Eğitim Birimi’nde özel eğitim öğretmeni olarak görev yapan Dr. Erbaş 1998’de Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi İlköğretim Bölümü’nde, 1999’da ise Anadolu Üniversitesi Dil ve Konuşma Bozuklukları Eğitim Araştırma ve Uygulama Merkezi’nde araştırma görevlisi olarak çalışmaya başlamıştır. Özel eğitim alanında 2005’te doçent, 2010’da profesör unvanını almış, sırasıyla Anadolu Üniversitesi, Erciyes Üniversitesi ve Marmara Üniversitesi’nde öğretim üyesi olarak görev yapmıştır. Lisans, yüksek lisans ve doktora dereceleri özel eğitim alanından olan Türkiye’de ilk doçent ve profesör unvanı taşıyan Dr. Erbaş görev yaptığı üniversitelerde başta bölüm başkanlığı olmak üzere yöneticilik ile çok sayıda komisyonda komisyon üyeliği görevlerini yürütmüştür. Lisansüstü tezlerine danışmanlık yapmış olan Dr. Erbaş’ın uluslararası ve ulusal dergilerde çok sayıda makalesi, kitap ve kitap bölümü, uluslararası ve ulusal konferanslarda sunulmuş bildirisi bulunmaktadır. Journal of Positive Behavior Interventions ve Remedial and Special Education gibi prestijli dergilerde yayın yapan ilk Türk araştırmacıdır. TÜBİTAK ile üniversiteler tarafından desteklenen projelerde yürütücülük ve araştırmacılık yapmıştır. Dr. Erbaş’ın yürütücülüğünü üstlendiği TÜBİTAK projesi, Proje Yarışması Tohum Otizm Vakfı İkincilik Onur Ödülü ile Proje Yarışması T.C. Başbakanlık Özürlüler İdaresi Başkanlığı Mansiyon Ödülü almıştır. Halen Yeditepe Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümde öğretim üyesi olarak çalışmaktadır. Gelişimsel yetersizliği olan çocuklara yönelik etkili öğretim, uygulamalı davranış̧ analizi, olumlu davranışsal destek, tek-denekli deneysel araştırma yöntemleri konuları Dr. Erbaş’ın bilimsel çalışma konuları arasındadır.
Dil Editörleri
My current research interests include examining the impact of various professional development practices on preschool teachers’ implementation of evidence-based naturalistic instruction approaches; conducting applied research studies focused on improving development, engagement, and learning of young children with or at-risk for developmental disabilities, their families and teachers; identifying evidence-based practices using systematic reviews and meta-analytic methods; and examining treatment effect estimates in single-case experimental research.
I have authored over 50 articles and book chapters; have edited three books in Turkish; have been the translation editor of two books from English to Turkish (Educating Exceptional Children, Doing Ethical Research with Children); and have written the national autism and special education report of Turkey along with two other researchers. I have served as the principal investigator for five research grants funded by the Scientific and Technological Research Council of Turkey or Scientific Research Projects Unit of Ondokuz Mayis University, Samsun, Turkey.
I am currently the co-editor of Turkish Journal of Special Education and serve on the editorial/advisory board of the Journal of Early Intervention and Educational Psychology. I have received several awards and recognition for my work including Academic Research Achievement Award (2017) and Post-Doctoral Research Award (2016) from the Ondokuz Mayis University, Samsun, Turkey; Glenda Ward Caro Fellowship in Education (2011) and Outstanding International Student Award (2010) from the University of Florida; and Marg Csapo Scholarship (2009) from the International Association of Special Education.
I received a bachelor’s degree in Elementary Education at Gazi University in Ankara, Turkey; a master’s degree in Early Intervention/Early Childhood Special Education at the University of Pittsburgh; and a doctoral degree in Special Education with a specialization in Early Childhood Studies/Early Intervention and minor in Research Evaluation and Methods at the University of Florida. I completed a one-year postdoctoral fellowship at the Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida.