| Özel eğitimde yanlışsız öğretim yöntemleri E Tekin-İftar, G Kırcaali-İftar Nobel Yayın Dağıtım, 2006 | 519* | 2006 |
| Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız meslek lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri B Sema, GK İFTAR, Y Uzuner Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 5 (02), 2000 | 441 | 2000 |
| Tek denekli araştırma yöntemleri G Kırcaali-İftar, E Tekin Türk Psikologlar Derneği, 1997 | 292 | 1997 |
| Eğitim ve Davranış Bilimlerinde Tek-denekli Araştırmalar ET Iftar Türk Psikologlar Derneği, 2012 | 142* | 2012 |
| A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism O Kurt, E Tekin-Iftar Topics in Early Childhood Special Education 28 (1), 53-64, 2008 | 134 | 2008 |
| Çoklu yoklama modelleri E Tekin-İftar Eğitim ve davranış bilimlerinde tek-denekli araştırmalar, 217-243, 2012 | 119 | 2012 |
| Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities E Tekin-Iftar Education and training in developmental disabilities, 249-265, 2008 | 110 | 2008 |
| Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors E Tekin, G Kircaali-Iftar Education and Training in Mental Retardation and Developmental Disabilities …, 2002 | 108 | 2002 |
| Teaching children with autism how to respond to the lures of strangers N Akmanoglu, E Tekin-Iftar Autism 15 (2), 205-222, 2011 | 105 | 2011 |
| Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders A Acar, C., tekin-Iftar, E., & Yikmis The Journal of Special Education 50 (4), 215-226, 2017 | 99 | 2017 |
| Effects of mother-delivered social stories and video modeling in teaching social skills to children with Autism Spectrum Disorders C Acar, E Tekin-Iftar, A Yikmis The Journal of Special Education, 2016 | 99 | 2016 |
| Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. E Tekin-Iftar Education and Training in Developmental Disabilities 38, 77-94, 2003 | 97 | 2003 |
| Karşılaştırmalı tek-denekli araştırma modelleri E Tekin Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2 (04), 2000 | 86 | 2000 |
| Arkadaşlık becerilerini geliştirme programının özel gereksinimi olan okul öncesi çocuklarının sosyal etkileşimlerine etkisi L Özaydın, TE İfter, S Kaner Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 9 (01), 15-34, 2008 | 77 | 2008 |
| İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci D Erbaş, G Kırcaali-İftar, E Tekin-İftar Kök Yayıncılık, 2005 | 75 | 2005 |
| Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through observational learning and instructive feedback O Gursel, E Tekin-Iftar, F Bozkurt Education and Training in Developmental Disabilities, 225-243, 2006 | 72 | 2006 |
| The effects of simultaneous prompting on teaching receptively identifying occupations from picture cards OS Dogan, E Tekin-Iftar Research in Developmental Disabilities 23 (4), 237-252, 2002 | 71 | 2002 |
| Otizm spektrum bozukluğu olan çocukların öğretimi E Tekin-İftar, HD Değirmenci Otizm spektrum bozukluğu olan çocuklar ve eğitimleri içinde, 267-313, 2012 | 69 | 2012 |
| Coaching teachers to use a simultaneous prompting procedure to teach core content to students with autism E Tekin-Iftar, BC Collins, F Spooner, S Olcay-Gul Teacher Education and Special Education 40 (3), 225-245, 2017 | 68 | 2017 |
| Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD S Olçay-Gül, E Tekin-Iftar Education and Training in Autism and Developmental Disabilities 51 (1), 67-78, 2016 | 68 | 2016 |
