25 10 8 4
Q1 Q2 Q3 Q4
10 7 5 3
First Second Third Fourth+
37  7 3 0



47. Rakap, S., Balikci, S., Kalkan, S., Coleman, H., Aydin, B., & Gulboy, E. Examining long-term impacts of a training program to improve quality of IEP goals. European Journal of Special Needs Education. Accepted for publication. (IF = 2.528; Q1) Makaleye Ulaşmak için Tıklayınız

46. Rakap, S., & Balikci, S. Enhancing preschool teachers’ use of Pyramid model practices through coaching intervention. Journal of Behavioral Education. Accepted for publication(IF = 2.0; 2022; Q2).

45. Rakap, S. Pathways to inclusion: Exploring early childhood school administrators’ attitudes towards including children with disabilities in Türkiye. European Journal of Special Needs Education. Advance Online Publication. (IF = 2.528; Q1) Makaleye Ulaşmak için Tıklayınız

44. Rakap, S. Chatting with GPT: Enhancing IEP goal development for novice special education teachers. Journal of Special Education Technology. Advance Online Publication. (IF = 1.9; 2022; Q2) (Makaleye Ulaşmak için Tıklayınız)

43. Rakap, S., Balikci, S., Aydin, B. & Kalkan, SPromoting inclusion through embedded instruction: Enhancing preschool teachers’ implementation of learning opportunities for children with disabilities. Journal of Developmental and Physical Disabilities. Advance Online Publication. (IF = 1.9; 2022; Q3) (Makaleye Ulaşmak için Tıklayınız)

42. Rakap, S., Balikci, S., Gulboy, E., & Kalkan, S. Effects of home-based coaching on a mother’s use of milieu teaching strategies and child outcomes. Milli Eğitim Dergisi. Accepted for publication. [In Turkish with Short English Abstract].

41. Gulboy, E., Rakap, S., Cure, G., & Terzioglu, N. K. (2024). Teaching mathematics skills to students with autism spectrum disorder: A systematic review of single-case-experimental research. Journal of Education for Life, 38(1), 134-151. [In Turkish with Extended English Abstract]. (Makaleye Ulaşmak için Tıklayınız)

40. Rakap, S. & Vural-Batik, M. (2024). Mitigating the impact of family burden on psychological health in parents of children with special needs: buffering effects of resilience and social support. Journal of Applied Research in Intellectual Disabilities, 37(1), e13179. (IF = 2.4; 2022; Q1). (Makaleye Ulaşmak için Tıklayınız)


39. Rakap, S., Denizli-Gulboy, H., & Gulboy, E. (2023). Science education for students with disabilities: A systematic review of grey literature. Kocaeli University Journal of Education, 6(1), 242-264. [In Turkish with Extended English Abstract] (Makaleye Ulaşmak için Tıklayınız)

38. Rakap, S., Vural-Batık, M., Karnas, M., Kalkan, S., Bayrakdar, U. M., & Sarı, H.I. (2023). Caught off guard: Parenting children with disabilities during COVID-19 pandemic. Journal of Progressive Education, 19(2), 37-53. (Makaleye Ulaşmak için Tıklayınız)

37. Rakap, S., & Balikci, S. (2023). Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes. Learning and Instruction, 86, 101755. (IF = 6.636; Q1) (Makaleye Ulaşmak için Tıklayınız)

36. Rakap, S., Karnas, M., Bayrakdar, U., Kalkan, S., Vural-Batik, M., & Sari, H. I. (2023). Virtual learning is not for my child! A parental perspective of practices used with children with autism during the pandemic. International Online Journal of Education and Teaching, 10(2), 1821-1847. (Makaleye Ulaşmak için Tıklayınız)

35. Rakap, S., Vural-Batık, M., & Coleman, H. (2023). Predictors of family burden for parents of children with special needs: The power of spousal support. Journal of Childhood, Education & Society, 4(1), 56-71. (Makaleye Ulaşmak için Tıklayınız)

34. Gülboy, E., & Rakap, S. (2023). Systematic review of theses/dissertations on teaching reading skills to students with disabilities. Journal of Education for Life, 37(1), 88-117. [In Turkish with Extended English Abstract (Makaleye Ulaşmak için Tıklayınız)

33. Gulboy, E., Yucesoy-Ozkan, S., & Rakap, S. (2023). Embedded instruction in early childhood: A systematic review and meta-analysis of single-case experimental research studies. Early Childhood Research Quarterly, 63, 181-193. (IF = 3.815; Q1) (Makaleye Ulaşmak için Tıklayınız)


32. Rakap, S., Vural-Batık, M., Kalkan, S., Karnas, M., Sarı, H.I., & Bayrakdar, U. M. (2022). The hidden (overlooked) impact of living through a pandemic: How parents of children with disabilities fared during COVID-19? Frontiers in Education, 7, 827230(Makaleye Ulaşmak için Tıklayınız)

31. Rakap, S., Kalkan, S., & Balikci, S. (2022). Determining principles of high-quality instructional objectives in special education through document analysis. Ahi Evran University Institute of Social Sciences Journal, 8(2), 631-650. [In Turkish with Extended English Abstract] (Makaleye Ulaşmak için Tıklayınız)

30. Balikci, S., Kalkan, S., Rakap, S., & Akemoglu, Y. (2022). Investigation of five nonoverlap methods to calculate effect sizes in single-case research. Journal of Education for Life, 36(2), 291-306. [In Turkish with Extended English Abstract] (Makaleye Ulaşmak için Tıklayınız)

29. Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2022). Knowledge of autism spectrum disorder among the general population in Turkey: Implications for public training and education. International Journal of Disability, Development and Education, 69(2), 565-577. (IF = 1.027; Q3) (Makaleye Ulaşmak için Tıklayınız)


28. Ates, S., & Rakap, S. (2021). Examining experience of mothers of children with autism about preschool services. Turkish Journal of Special Education Research and Practice, 3, 23-46. [In Turkish with Extended English Abstract(Makaleye Ulaşmak için Tıklayınız)

27. Kalkan S. & Rakap, S. (2021). Supporting social-emotional development in preschool: A review and annotated bibliography of Pyramid Model studies. Journal of Education for Life, 35(2), 311-332. [In Turkish with Extended English Abstract(Makaleye Ulaşmak için Tıklayınız)


26. Rakap, S., Kalkan, S., & Balikci, S. (2020). An investigation of key Turkish stakeholders’ perspectives about recommended practices in early intervention and early childhood special education. Journal of Early Childhood Studies, 4(3), 665-681. [In Turkish with Extended English Abstract]. (Makaleye Ulaşmak için Tıklayınız)

25. Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S. (2020). Effect size calculations in single subject experimental research design: A review of nonoverlap methods. Turkish Journal of Psychology, 35(85), 40-60. (IF = 0.391; Q4(Makaleye Ulaşmak için Tıklayınız)

24. Yucesoy-Ozkan, S., Rakap, S., & Gulboy, E. (2020). Evaluation of treatment effect estimates in single-case experimental research: Comparison of twelve nonoverlap methods and visual analysis. British Journal of Special Education, 47(1), 67-87. (Makaleye Ulaşmak için Tıklayınız)


23. Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S. (2019). How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings? European Journal of Special Needs Education, 34(5), 663-677. (IF = 1.525; Q2) (Makaleye Ulaşmak için Tıklayınız)

22. Aydın, O., Tekin-İftar, E., & Rakap, S. (2019). Explanation of “Quality Indicators of Single-Subject Experimental Research Studies” rubric using studies focused on teaching mathematics skills. Journal of Special Education, 20(3), 597-628. [In Turkish with Extended English Abstract] (Makaleye Ulaşmak için Tıklayınız)

21. Rakap, S. (2019). Embedded instruction practices to support children with autism spectrum disorder: Recommendations for preschool teachers. From Research to Practice: Journal of Special Education, 1(4), 29-36. [In Turkish with Extended English Abstract(Makaleye Ulaşmak için Tıklayınız)

20. Rakap, S. (2019). Re-visiting transition-based teaching: impact of pre-service teacher’s implementation on child outcomes. Learning and Instruction, 59, 54-64. (IF= 5.258; Q1) (Makaleye Ulaşmak için Tıklayınız)


19. Rakap, S., Balikci, S., & Kalkan, S. (2018). Teachers’ knowledge about autism spectrum disorder: The case of Turkey. Turkish Journal of Education, 7(4), 169-185. (Makaleye Ulaşmak için Tıklayınız)

18. Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25. (Makaleye Ulaşmak için Tıklayınız)


17. Rakap, S. (2017). Naturalistic instructional approaches to support inclusion of preschool children with disabilities. Journal of Special Education, 18(3), 471-492. [In Turkish with Extended English Abstract(Makaleye Ulaşmak için Tıklayınız)

16. Rakap, S. (2017). Impact of coaching on pre-service teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. (IF= 4.953; Q1) (Makaleye Ulaşmak için Tıklayınız)

15. Rakap, S., & Balikci, S. (2017). Using embedded instruction to teach functional skills to a preschool child with autism during ongoing activities of a preschool classroom. International Journal of Developmental Disabilities, 63, 17-26. (IF = 0.848; Q2) (Makaleye Ulaşmak için Tıklayınız)

14. Rakap, S., Cig, O, & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion:  Impact of two special education courses on their perspectives. Journal of Research in Special Education Needs, 17(2), 98-109.  (Makaleye Ulaşmak için Tıklayınız)


13. Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016). Early childhood inclusion in Turkey. Infants & Young Children, 29(3), 231-238. (IF = 1.063; Q4) (Makaleye Ulaşmak için Tıklayınız)

12. Rakap, S., Balikci, S., Parlak-Rakap, A., & Kalkan, S. (2016). An analysis of Turkish pre-service teachers’ knowledge of Autism Spectrum Disorder: Implications for teacher preparation programs. SAGE Open, 6(3), 1-11. (IF = 0.715; Q3) (Makaleye Ulaşmak için Tıklayınız)

11. Rakap, S., Parlak-Rakap, A., Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. (IF = 1.623; Q3) (Makaleye Ulaşmak için Tıklayınız)

10. Rakap, S., Rakap, S., Evran, D., & Cig, O. (2016). Comparative evaluation of the reliability and validity of three data extraction programs: UnGraph, GrahpClick, and Digitize It. Computers in Human Behavior, 55, 159-166. (IF = 5.696; Q1) (Makaleye Ulaşmak için Tıklayınız)


9. Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, 37, 69-97. (IF = 1.637; Q3) (Makaleye Ulaşmak için Tıklayınız)

8. Rakap, S., Jones, H., & Emery, A.K. (2015). Evaluation of a web-based professional development program (Project ACE) for teachers of children with autism. Teacher Education and Special Education, 38(3), 221-239. (IF = 1.897; Q2) (Makaleye Ulaşmak için Tıklayınız)

7. Rakap, S. (2015). Quality of individualized education program goals and objectives for preschool children with disabilities. European Journal of Special Needs Education, 30(2), 173-186. (IF = 1.525; Q2) (Makaleye Ulaşmak için Tıklayınız)

6. Rakap, S. (2015). Effect sizes as result interpretation aides in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33.  (Makaleye Ulaşmak için Tıklayınız)


5. Rakap, S., & Rakap, S. (2014). Parent-implemented naturalistic language interventions for young children with disabilities: A systematic review of single-subject experimental research studies. Educational Research Review, 13, 35-51. (IF = 8.971; Q1) (Makaleye Ulaşmak için Tıklayınız)

4. Rakap, S., Snyder, P., & Pasia, C. (2014). Comparison of nonoverlap methods for identifying treatment effect in single-subject experimental research. Behavioral Disorders, 39, 128-145. (IF = 2.099; Q1) (Makaleye Ulaşmak için Tıklayınız)


3. Rakap, S., & Parlak-Rakap, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19, 79-96. (IF = 1.343; Q4)(Makaleye Ulaşmak için Tıklayınız)


2. Rakap, S. (2010). Impact of learning styles and computer skills on adult students’ learning online. Turkish Online Journal of Educational Technology, 9, 108-115. (IF = 0.956; Q2) (Makaleye Ulaşmak için Tıklayınız)

1. Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25, 59-75. (Makaleye Ulaşmak için Tıklayınız)