Using the teaching interaction procedure to train interventionists to implement the Cool versus Not Cool^TM procedure

Abstract

The teaching interaction procedure is a behavior analytic procedure that has been used to target the development of social skills. The teaching interaction procedure consists of labeling the target skill, providing a meaningful rationale, describing the steps of the target skill, modeling the skill, role‐play, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills for individuals diagnosed with autism spectrum disorder (ASD), it has only been used to train staff in two studies. The purpose of this study was to evaluate the use of the teaching interaction procedure to teach three interventionists to implement the Cool versus Not Cool™ procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple baseline design demonstrated that the teaching interaction procedure was effective for all three interventionists. Results of the child participants' skill acquisition are also provided.

Training behavior technicians to become behavior artists through the teaching interaction procedure

“…Additionally, this study expands upon the previous work of both Ferguson et al. (2021) and Green et al. (2020) by demonstrating the success of utilizing TIP to train adults to mastery criterion across the skills of BA.…”

“…Additionally, this study expands upon the previous work of both Ferguson et al (2021) and Green et al (2020) by demonstrating the success of utilizing TIP to train adults to mastery criterion across the skills of BA. This expands the evidence for utilizing TIP to train adults (Ferguson et al, 2021;Green et al, 2020) and adds to the body of literature on TIP (Cihon et al, 2017;Dotson et al, 2010;Leaf et al, 2010).…”

“…A final limitation of this study was that formal social validity (Wolf, 1978) measures were not obtained from either adult or child participants. Past literature has demonstrated strong support for TIP as a strategy for training adult participants to gain new skills (e.g., Ferguson et al., 2021; Green et al., 2020; Harchik et al., 1992); however, social validity specific to this study, this population of participants, both adults and child, would benefit further studies reviewing BA. Social validity measures indicating whether participants approved of this training, had any change in perception toward their job as a behavior technician after gaining the skills of BA, and measures of participant enjoyment throughout the study would all contribute to the literature on effective, evidenced‐based strategies for training adult learners.…”

“…(2021) and Green et al., 2020 studies providing further evidence of the efficiency of TIP. Finally, the two previous studies involved using the teaching interaction procedures to train adults to engage in systematic procedures (e.g., Cool vs. Not Cool TM procedure, Ferguson et al., 2021 and e.g., the teaching interaction procedure, Green et al., 2020). However, the current study advanced the use of TIP by using TIP to train adults in the soft skills of BA, responses with less structure, and greater room for variation.…”

“…By employing a scaffold instructional design, the teaching interaction procedure moves participants through 5 components, (1) labeling the target response; (2) providing a meaningful rationale for that response; (3) providing a description of the response; (4) demonstrating the response with role‐play; and (5) providing feedback (Leaf et al., 2015). Recent studies provide evidence that TIP is both an efficient and effective method for training therapists (Ferguson et al., 2021; Green et al., 2020), proving its benefits in teaching adult learners. Green et al., 2020 directly evaluated both the efficiency and effectiveness of TIP in training adults to utilize TIP with children with ASD.…”