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

Ferguson and colleagues trained three staff to run the Cool versus Not Cool™ social-skills game.

They used the Teaching Interaction Procedure: brief teach, model, practice, and feedback.

A multiple-baseline design showed when each adult learned the steps.

All three staff hit high fidelity after the first training round.

Kids with autism in their groups got more chances to practice social rules.

Skills rose as soon as adults ran the game correctly.

Lutzker et al. (1979) did an earlier large-run teacher-training study. They showed a scripted package can lift praise and cut problem behavior across whole schools. Ferguson repeats the idea on a smaller scale with Teaching Interaction Procedure.

Rusch et al. (1981) used the same multiple-baseline design to train parents in self-management. Both papers prove brief modeling plus feedback works for adult learners; Ferguson moves the package from homes to autism classrooms.

Chandler et al. (1992) taught children with autism to monitor their own social replies. Ferguson flips the lens: instead of training the child, train the adult who runs the lesson. The two studies dovetail—either route can boost social responding.

You now have a fast, low-cost way to get aides or teachers to run Cool versus Not Cool™ the right way. One 15-minute Teaching Interaction session can lock in fidelity and open more practice trials for your learners. Add it to your next in-service day.