Cool versus Not Cool Procedure in a Group Instructional Format | BCBA CEU | Learning | 0.5 Hour

Dr. Justin B. Leaf reviews a 2016 study conducted at Autism Partnership Hong Kong evaluating the Cool Versus Not Cool procedure in a small group instructional format. The procedure is described as a social discrimination program in which instructors demonstrate both the “cool” (appropriate) and “not cool” (inappropriate) ways of engaging in a targeted social behavior. Learners observe, identify whether the behavior was cool or not cool, explain why, and then practice the skill. Although role play is currently considered a mandatory component clinically, in this study role play was added only if demonstration alone was insufficient.

Two participants (Andy, age 3, and Edward, age 6) were taught initiating play, commenting on a peer’s item, and gaining a peer’s attention within a social skills group. A multiple probe design across skills was used. Baseline consisted of naturalistic probes without prompting or reinforcement. Intervention included demonstration trials (five cool, five not cool), feedback, and naturalistic probes. If mastery was not achieved, role play and additional feedback were added. Mastery criteria required 80% or higher across three consecutive sessions (with 100% component mastery for gaining attention).

Results showed that 67% of skills reached mastery with demonstration alone, while 33% required role play and feedback. All skills ultimately met mastery criteria, maintained over time, and generalized to other peers. The study supports the procedure’s effectiveness in group instruction.