By Matt Harrington, BCBA · Behaviorist Book Club · Clinical decision guide
One of the most consequential decisions a behavior analyst makes is not just what intervention to use, but how to approach the clinical question in the first place. For teaching social interaction skills using cool versus not cool | learning | 0.5 hours, the difference between an evidence-based, individualized approach and a traditional, protocol-driven one can significantly impact outcomes.
This guide lays out the key factors side by side to support your clinical decision-making.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Instructional Focus | Cool vs. Not Cool: Focuses on teaching contextual evaluation of social interactions — the learner learns when and whether a given interaction is appropriate, not just how to perform it | Traditional BST-Based Social Skills Training: Focuses on performance accuracy of specific social responses — the learner practices executing the target behavior correctly under instructed conditions |
| Role of Negative Examples | Cool vs. Not Cool: Negative examples (not cool) are explicitly included and used as teaching stimuli; the discrimination between cool and not cool is the core instructional target | Traditional Social Skills Training: Negative examples are typically avoided or minimized; instruction centers on modeling and reinforcing the correct form of the target behavior |
| Generalization Pathway | Cool vs. Not Cool: Generalization is built into the design through multi-exemplar training and the development of an evaluative discrimination rule that applies to novel contexts | Traditional Social Skills Training: Generalization requires explicit programming across settings, people, and materials; performance alone does not automatically transfer to varied contexts |
| Support for Self-Monitoring | Cool vs. Not Cool: Directly builds the evaluative capacity needed for self-monitoring; can be extended into self-management programs where the learner applies the discrimination to their own live behavior | Traditional Social Skills Training: Self-monitoring is not a primary target; external feedback from instructors or peers is the primary mechanism for correction |
| Applicability Across Ages | Cool vs. Not Cool: Most applicable to learners with sufficient verbal behavior to make evaluative judgments; may require adaptation for younger or minimally verbal learners | Traditional Social Skills Training: Can be adapted across a wide range of developmental levels using simplified scripts, physical prompting, and non-verbal response formats |
| Research Support | Cool vs. Not Cool for Social Interaction: Initial empirical evaluation by Dr. Leaf with children with autism; emerging evidence base with additional replication needed | Traditional Behavioral Social Skills Training: Extensive evidence base across multiple populations, settings, and target behaviors; supported by decades of single-case and group design research |
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Use this framework when approaching teaching social interaction skills using cool versus not cool | learning | 0.5 hours in your practice:
Does the data support a need for intervention? Is there a meaningful impact on the individual's quality of life, safety, or access to reinforcement?
YES → Proceed to assessment NO → Document reasoning, monitor
A functional assessment should guide intervention selection. Avoid defaulting to standard protocols without individual analysis. Consider environmental variables, setting events, and private events.
YES → Select evidence-based approach matched to function NO → Complete assessment first
Goals should be co-developed. Assent and informed consent are ethical requirements. The individual's preferences and values matter in selecting both goals and methods.
YES → Proceed with collaborative plan NO → Engage in shared decision-making
This course covers the clinical and ethical dimensions in detail with structured learning objectives and CEU credit.
Teaching Social Interaction Skills Using Cool versus Not Cool | Learning | 0.5 Hours — Autism Partnership Foundation · 0.5 BACB General CEUs · $0
Take This Course →0.5 BACB General CEUs · $0 · Autism Partnership Foundation
Research-backed educational guide
Research-backed answers for behavior analysts
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.