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dc.contributor.authorOlçay Gül, Seray
dc.contributor.authorVuran, Sezgin
dc.date.accessioned2019-10-19T19:56:58Z
dc.date.available2019-10-19T19:56:58Z
dc.date.issued2019
dc.identifier.issn2154-1647
dc.identifier.urihttps://hdl.handle.net/11421/15126
dc.description.abstractOne of the interventions, of which effectiveness in the teaching of social skills has been examined in autism literature in recent years, is teaching with cool versus not cool. In this study, it was aimed to examine the effectiveness of teaching with cool versus not cool in the teaching of social skill (“Coping with inappropriate requests from familiar peers or adults”) to participants with autism spectrum disorder (ASD). A multiple probe design across participants was used to investigate the effectiveness of teaching social skills with cool versus not cool. In the study, follow-up data after 1, 4 and 10 weeks, and across-settings generalization data were collected from participants with ASD. Furthermore, social validity data were collected from participants with ASD. The findings of the study showed that all participants acquired and preserved social skills. In the study, it was observed that the first and second participants generalized the skills they acquired to different environments. No generalization data were collected for the third participant. The social validity findings collected with the subjective evaluation approach revealed that the participants’ opinions about the target skill, the teaching process and post-teaching performance were positive. It was observed that the findings of the study were in parallel with other research findings related to the subject, and suggestions for the intervention and further studies were madeen_US
dc.description.sponsorship1702E032 Fundamental Research Fund of Shandong Universityen_US
dc.description.sponsorshipThis study was supported by Anadolu Univesity Research Fund with a grant No. 1702E032. The authors are grateful to Anadolu University Research Fund for their support. Correspondence concerning this article should be addressed to Seray Olcay-Gul (serayolcaygul@hacettepe.edu. tr), Hacettepe Universitesi, Egitim Fakultesi, Ozel Egitim Bolumu, 06800, Beytepe, Ankara, TURKEY. E-mail: serayolcaygul@hacettepe.edu.tr Or Sezgin Vuran (svuran@anadolu.edu.tr), Anadolu Universitesi, Egitim Fakultesi, Ozel Egitim Bo-lumu, 26470, Tepebas¸ı, Eskis¸ehir, TURKEY. E-mail: svuran@anadolu.edu.tren_US
dc.language.isoengen_US
dc.publisherCouncil for Exceptional Childrenen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleEffectiveness of teaching social skills to individuals with autism spectrum disorders using cool versus not coolen_US
dc.typearticleen_US
dc.relation.journalEducation and Training in Autism and Developmental Disabilitiesen_US
dc.contributor.departmentAnadolu Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.identifier.volume54en_US
dc.identifier.issue2en_US
dc.identifier.startpage132en_US
dc.identifier.endpage146en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.contributor.institutionauthorVuran, Sezgin


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