Er, Dudu Melek

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Profile URL
https://hdl.handle.net/20.500.14411/6682
Name Variants
Er, Dudu Melek
D.,Er
Dudu Melek, Er
E., Dudu Melek
D. M. Er
Dudu Melek Er
Er,Dudu Melek
D.M.Er
Er,D.M.
D., Er
E.,Dudu Melek
Er-sabuncuoglu, Dudu Melek
Sabuncuoğlu, D. Melek Er
Er-sabuncuoglu, Dudu Melek
Er, D.M.
Job Title
Doçent Doktor
Email Address
melek.er@atilim.edu.tr
Main Affiliation
Child Development
Status
Website
http://melekacademy.com
ORCID ID
0000-0002-3609-4534
Scopus Author ID
Turkish CoHE Profile ID
AAE-9363-2019
Google Scholar ID
6HlUsU8AAAAJ
WoS Researcher ID

Sustainable Development Goals

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
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GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
1
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QUALITY EDUCATION4
QUALITY EDUCATION
2
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GENDER EQUALITY5
GENDER EQUALITY
0
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
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AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
0
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
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REDUCED INEQUALITIES10
REDUCED INEQUALITIES
0
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SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
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CLIMATE ACTION13
CLIMATE ACTION
0
Research Products
LIFE BELOW WATER14
LIFE BELOW WATER
0
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LIFE ON LAND15
LIFE ON LAND
0
Research Products
PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
0
Research Products
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Scholarly Output

4

Articles

4

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57/13

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Supervised PhD Theses

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3

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JournalCount
Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi2
Infants and Young Children1
Medicine1
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Now showing 1 - 4 of 4
  • Thumbnail Image
    Article
    Team Decision Making Questionnaire Turkish Form (tdmq-Tr): Validity and Reliability Study
    (2021) Sabuncuoğlu, D. Melek Er; Aslan, Filiz; Şahin, Eren; Karaçul, Fikriye Eda
    Objectives: Professionals in the fields of education and health who work with children with special needs and their families should be in communication and cooperation. At each stage of these services, professionals specialized in different fields provide services to the child and family with different perspectives. In this way, it is ensured that children are evaluated in a multidimensional and comprehensive manner, and their families are informed. However, some difficulties may be encountered in the implementation of teamwork in the process of providing health, rehabilitation and education services to children and their families with special needs in Turkey. In the literature, although there are research studies on "teamwork" in some occupational groups in the field of health, there are no similar studies in the field of education. Based on this, a questionnaire is researched and this study is planned for the decision-making situation of the professional groups that provide services to children in our country. Materials and Methods: The aim of the study is to examine the Turkish validity and reliability of the Team Decision Making Questionnaire developed by Batorowicz and Shepherd (2008). 167 professionals working with children from both education and health fields participated in the study. Results: As a result of the statistical analysis of the data, the overall Cronbach α coefficient of TDMQ-TR was 0.96, the Guttmann Split-Two Half Reliability Coefficient was 0.92, and the correlation between both halves of the questionnaire was 0.86. The 19-item questionnaire is integrated with a single factor and 61.75 percent of the total variance is explained. Conclusion: As a result, TDMQ-TR is proven to be a reliable and valid tool for evaluating the team decision-making process.
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    Article
    Development and Validation of an ICF-Based New Scale-Atilim Kinesiophobia Scale: A Methodological Study
    (Lippincott Williams & Wilkins, 2025) Ulug, Naime; Parmaksiz, Ayhan; Begen, Sena Nur; Can Karahan, Zehra; Yilmaz, Seval; Adali, Mehmet Fatih; Kilic, Erden; Er, Dudu Melek
    It is important to assess kinesiophobia, which increases the risk of disability by limiting physical activity. In this cross-sectional study, we aimed to develop a scale that assesses kinesiophobia with the multidimensional structure of International Classification of Functioning, Disability and Health (ICF). Atilim Kinesiophobia Scale (AKS) was developed in Turkish by an expert panel using questionnaires replied by 367 subjects. Finally, 38 questions based on the sub-domains of the ICF described by World Health Organization. In the scope of this cross-sectional study content validity and reliability were assessed; construct validity (both convergent and divergent validity) was checked against Tampa Kinesiophobia Scale-17 and Visual Analog Scale. AKS demonstrated good internal consistency and convergent validity, with significant correlations observed with the Tampa Scale for Kinesiophobia-17 (r = 0.478, P < .001). Divergent validity was supported by insignificant correlations with the Visual Analog Scale (r = 0.019, P = .855). The Cronbach alpha coefficient of 0.862 indicates a high level of internal consistency for the AKS. Based on these findings, the final version of AKS was refined to include 4 factors and 14 items, demonstrating good internal validity. We developed and validated the AKS to assess kinesophobia in patients with acute and/or chronic musculoskeletal pain. This new ICF-based scale can be used to assess kinesiophobia; however further studies are required to prove its validity and reliability in other languages.
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    Article
    Kaynaştırma/Bütünleştirme Eğitimi Hakkındaki Görüşlerim Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması
    (2021) Er-sabuncuoglu, Dudu Melek; Çırak, Asemin; Mutlu, İlayda; Er, Dudu Melek; Cirak, Yasemin Buran
    Amaç: Özel gereksinimi olan çocukların genel eğitim sistemi içinde akranları ile birlikte eğitim alabilmeleri entemel haklarındandır. Kaynaştırma/bütünleştirme eğitimi uygulamalarını etkileyen en önemli faktörlerden birisiöğretmenlerin bu konudaki tutumlarıdır. Bu çalışma, öğretmenlerinin kaynaştırma eğitimine yönelik tutumlarınınbelirlenmesine yönelik olarak Stoiber ve diğerleri tarafından 1998’de geliştirilen Kaynaştırma Eğitimi HakkındakiGörüşlerim (My Thinking About Inclusion [MTAI]) ölçeğinin Türkçe geçerlik ve güvenirliğinin yapılmasıamacıyla gerçekleştirilmiştir.Yöntem: Stoiber ve diğerleri tarafından 1998’de geliştirilen Kaynaştırma Eğitimi Hakkındaki Görüşlerim (MyThinking About Inclusion [MTAI]) ölçeği, 158 öğretmen ve okul yöneticilerinin katılımı ile, benzer ölçekgeçerliliği de kullanılarak uyarlama çalışması yürütülmüştür. Güvenirlik test-tekrar test ve iç tutarlık ilebelirlenmiştir ve Cronbach alfa katsayısı hesaplanmıştır. Test-tekrar test güvenirliği Pearson korelasyon analizi vesınıf içi korelasyon katsayısı (ICC) kullanılarak değerlendirilmiştir.Bulgular ve Sonuç: İlkokul ve ortaokul öğretmeni 158 katılımcı ile gerçekleşen çalışmada, yapı geçerliği faktöranalizinde orijinal ölçekteki dört alt boyut, üç alt boyutta çıkmış, Cronbach alfa katsayısı 0,91 olarak bulunmuştur.Çalışmada, MTAI-TR ilk ve ortaokul öğretmenlerinin kaynaştırmaya yönelik görüşlerinin temel bakış açısı,beklenen çıktılar ve sınıf içi uygulamalar olmak üzere üç alt boyutta değerlendirilebilmesi için geçerli ve güvenilirbir ölçme aracı olarak bulunmuştur.
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    Article
    Experiences of Parents Who Have Children With Disabilities: A Qualitative Study From Türkiye During Covid-19
    (Lippincott Williams and Wilkins, 2025) Acar, S.; Er, D.M.; Volk, K.T.; Spence, C.M.
    This study aimed to understand the experiences of parents who have young children with disabilities in Türkiye during COVID-19. We conducted a qualitative analysis of semistructured virtual interviews with eight parents. We used a collective within-case and across-case approach to analyze and interpret the interviews. Parents noted difficulties with the EI/ECSE programs and the need for individualized and functional services for their children. Furthermore, parents reported the need for high-quality, inclusive early childhood programs and the importance of well-trained educators. Parents also expressed interest in learning more about how to support their child's development and learning. Results may inform research, policy, and practice initiatives for children with disabilities and their families. The findings highlight the importance of including parent voices in the continued capacity-building efforts of EI/ECSE systems. Copyright © 2025 Wolters Kluwer Health, Inc. All rights reserved.