A Systematic Review: The Cool Versus Not Cool Procedure in Individuals with Autism Spectrum Disorder

Year 2021, Volume: 22 Issue: 2, 491 - 515, 01.06.2021

Sezgin Vuran Seray Olçay

https://doi.org/10.21565/ozelegitimdergisi.533710

Abstract

Social skill deficiencies are among the most important symptoms of Autism Spectrum Disorder (ASD). It is
emphasized that social competences can be developed with social skills training programs. The cool versus not
cool procedure is one of the interventions to be used for this purpose. This procedure is a social discrimination
program that shows both the appropriate and inappropriate forms of the target social skill. The present study aimed
to provide information on the aspects differentiating the cool versus not cool procedure from behavioral skills
training, and to analyze descriptively the studies examining its effectiveness in teaching social skills to individuals
with ASD. There were eight studies that met the inclusion criteria. They were examined in terms of demographic,
methodological, and conclusion characteristics. It was observed that role-playing studies were a critical step for
the effectiveness of the intervention, and the interventions were promising in helping the individuals with ASD
acquire social skills.

Keywords

Autism spectrum disorder, social skills training, cool versus not cool procedure, descriptive analysis, behavioral skills training

Sistematik Derleme: Otizm Spektrum Bozukluğu Olan Bireylerde Uygun Olan ve Olmayan Davranış Örnekleriyle Öğretim

Abstract

Sosyal beceri yetersizlikleri OSB’nin en önemli belirtilerinden biridir ve sosyal beceri öğretim
programları ile sosyal yeterliliklerin geliştirilmesi mümkündür. Bu amaçla kullanılabilecek
uygulamalardan biri uygun olan ve olmayan davranış örnekleriyle öğretimdir. Uygun
olan ve olmayan davranış örnekleriyle öğretim, hedef sosyal becerinin hem uygun
hem de uygun olmayan şeklinin gösterildiği bir sosyal ayırt etme programıdır. Bu
çalışmada uygun olan ve olmayan davranış örnekleriyle öğretime, davranışsal
beceri öğretiminden farklılaşan yönlerine ilişkin açıklamalarda bulunulması,
uygun olan ve olmayan davranış örnekleriyle öğretimin OSB tanısı olan bireylere
sosyal becerilerin öğretimindeki etkililiğinin incelendiği araştırmaların
betimsel olarak analiz edilmesi amaçlanmıştır. Belirlenen dahil etme
ölçütlerini taşıyan sekiz araştırma demografik, yöntemsel ve sonuç özellikleri
açısından incelenmiştir. Araştırmalarda 3-12 yaş aralığındaki zekâ düzeyleri
67-132 arasında olan katılımcılar ile çalışıldığı, rol oynama çalışmalarının
uygulamanın etkili olmasında kritik bir basamak olduğu, uygulamaların OSB
tanısı olan bireylere sosyal becerilerin kazandırılmasında umut vaat ettiği
görülmüştür.

Keywords

Otizm spektrum bozukluğu, sosyal beceri öğretimi, uygun olan ve olmayan davranış örnekleriyle öğretim, betimsel analiz

References

• Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem solving skills of students with developmental disabilities in participating in general education. Remedial and Special Education, 23(5), 279-288.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.
• *Au, A., Mountjoy, T., Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Tsuji, K. (2016). Teaching social behaviour to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. Journal of Intellectual and Developmental Disability, 41(2), 115-124.
• Green, G. (2001). Behavior analytic instruction for learners with autism advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72-85.
• Gresham, F. M. (1986). Conceptual issues in the assesement of social competence in children. In P. Strain, M. Guralnick, & H. Walker (Eds.). Children’s social behavior: Development, assessment, and modification (pp 143-179). New York: Academic Press.
• Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344.
• Gresham, F. M., & Elliot, S. N. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. The Journal of Special Education, 21, 167-181.
• Horner, R. H., Carr, E. G., Halle, J, McGee, G., Odom, S. ve Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
• https://wechsleriqtest.com/wechsler-intelligence-scale-for-children/
• Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26-38.
• Leaf, J. B., Dotson, W. H., Oppeneheim, M. L., Sheldon, J. B. ve Sherman, J. A. (2010). The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder. Research in Autism Spectrum Disorders, 4(2),186-198.
• Leaf, J. B., Leaf, J. A., Milne, C., Taubman, M., Oppenheim-Leaf, M., Torres, N., Townley-Cochran, D., Leaf, R., McEachin, J., & Yoder, P. (2016). An evaluation of a behaviorally based social skills group for individuals diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders.
• *Leaf, J. A., Leaf, J. B., Milne, C.,Townley-Cochran, D., Oppenheim-Leaf, M. L., Cihon, J. H.Leaf, R. (2016). The effects of the cool versus not cool procedure to teach social game play to ındividuals diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 9(1), 34-49.
• *Leaf, J. B., Mitchell, E., Townley-Cochran, D., McEachin, J., Taubman, M. ve Leaf, R. (2016). Comparing socia lstories™ to cool versus not cool. Education and Treatment of Children, 39(2), 173-186.
• *Leaf, J. B., Taubman, M., Leaf, J. A., Dale, S., Tsuji, K., Kassardjian, A…………McEachin, J. (2015). Teaching social interaction skills using cool versus not cool. Child & Family Behavior Therapy, 37(4), 321-334.
• *Leaf, J. B., Taubman, M., Milne, C., Dale, S., Leaf, J., Townley- Cochran, D., .…. McEachin, J. (2016). Teaching social communication skills using a cool versus not cool procedure plus role-playing and a social skills taxonomy. Educationand Treatment of Children, 39(1), 44-63.
• Leaf, J. B., Townley-Cochran, D., Taubman, M., Cihon, J. H., Oppenheim-Leaf, M. L., Kassardjian, A., ….. Pentz, T. G. (2015). The teaching interaction procedure and behavioral skills training for individuals diagnosed with autism spectrum disorder: A review and commentary. Review Journal of Autism and Developmental Disorders, 2(4), 402-413.
• *Leaf, J. B., Tsuji, K. H., Griggs, B., Edwards, A., Taubman, M., McEachin, J., .…. Oppenheim-Leaf, M. L. (2012). Teaching social skills to children with autism using the cool versus not cool procedure. Education and Training in Autism and Developmental Disabilities, 47(2), 165-175.
• Milne, C. (2016). Teaching joint attention and social communication using the cool versus not cool in a large group setting. Master thesis, St. Cloud State University, USA.
• *Milne, C., Leaf, J. A., Leaf, J. B., Cihon, J. H., Torres, N., Townley-Cochran, D., ..... & Oppeheim-Leaf, M. (2017). Teaching joint attention and peer to peer communication using the cool versus not cool procedure in a large group setting. Journal of Developmental and Physical Disabilities, 29(5), 777-796.
• Miltenberger, R. G. (2012). Behavioral skills training procedures. R. G. Miltenberger (Ed.). Behavior modification: Principles and procedures (s. 251–269). Belmont: Wadsworth, Cengage Learning.
• National Autism Center (NAC) (2015). National Standards Report 2. Randolph, Massachusetts: National Autism Center.
• National Professional Development Center on Autism Spectrum Disorders (NPDC) (2014). http://autismpdc.fpg.unc.edu. adresinden edinildi.
• Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single subject design research. Journal of Early Intervention, 25, 151–160.
• *Yazarlar (Basımda). [Kaynak kör hakemlik için geçici olarak kaldırılmıştır.]
• Rutherford, R., Chipman, J., Digangi, S., & Anderson, K. (1992). Teaching social skills: A practical instructional approach. Reston, VA: Exceptional Innovations.
• Scruggs, T. E., & Mastropieri, M. A. (2001). How to summarize single participant research: Ideas and applications. Exceptionality, 9, 227–244.
• Sugai, G., & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29(4), 1-16.
• Vuran, S. (2018). Otizm spektrum bozukluğu olan öğrenciler. A. Cavkaytar ve D. Tekin-Ersan (Ed.). Özel eğitim ve kaynaştırma (s. 34-55). Ankara: Eğiten Kitap.