Teaching Social Interaction Skills Using Cool Versus Not Cool

Abstract

We evaluated the cool versus not cool procedure to teach social behaviors to three children diagnosed with autism. The researchers demonstrated each targeted behavior four times (two appropriate and two inappropriate demonstrations). Each participant then had to discriminate and state why the demonstration was appropriate or inappropriate. This was followed by the participant role-playing the targeted behavior with the researchers. We utilized a multiple baseline design to evaluate the procedure and the results indicated that the procedure was effective in teaching each targeted social behavior.

KEYWORDS:

• autism
• cool versus not cool
• demonstration
• role-playing