Teaching Social Behaviour to Individuals Diagnosed with Autism Spectrum Disorder Using the Cool versus Not Cool Procedure in a Small Group Instructional Format

Autor/inn/en	Au, Angel; Mountjoy, Toby; Leaf, Justin B.; Leaf, Ronald; Taubman, Mitchell; McEachin, John; Tsuji, Kathleen
Titel	Teaching Social Behaviour to Individuals Diagnosed with Autism Spectrum Disorder Using the Cool versus Not Cool Procedure in a Small Group Instructional Format
Quelle	In: Journal of Intellectual & Developmental Disability, 41 (2016) 2, S.115-124 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2016.1149799
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Behavior Modification; Social Behavior; Social Development; Small Group Instruction; Young Children; Intelligence Tests; Cognitive Development; Language Impairments; Language Acquisition; Child Behavior; Check Lists; Skill Development; Role Playing; Feedback (Response); Intervention; Maintenance; Generalization; Wechsler Preschool and Primary Scale of Intelligence; Reynell Developmental Language Scales; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Behaviour modification; Verhaltensänderung; Social behaviour; Soziales Verhalten; Soziale Entwicklung; Frühe Kindheit; Intelligence test; Intelligenztest; Kognitive Entwicklung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Checkliste; Kompetenzentwicklung; Qualifikationsentwicklung; Rollenspiel
Abstract	Background: Children with autism spectrum disorder have impairments in social behaviours that require systematic intervention. The purpose of this study was to evaluate the cool versus not cool procedure implemented in a small group (dyad). Method: The cool versus not cool procedure consisted of the researcher demonstrating the targeted behaviour both correctly and incorrectly and having the participants discriminate the demonstration. If the participants were unable to reach mastery, additional components were added. The researchers utilised a multiple-probe design to evaluate the cool versus not cool procedure. Results: Results indicated that participants were able to reach mastery criterion on some of the social skills with the demonstration alone whereas some skills required either role-playing or feedback during probes. Conclusions: The results showed that the cool versus not cool procedure was somewhat effective in increasing social behaviours; however, some skills required additional components for participants to reach mastery criterion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01