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skills to pers<strong>on</strong>s with disabilities. Clees <strong>and</strong><br />
Gast (1994) defined social safety skills as verbal<br />
or n<strong>on</strong>verbal behaviors which may be primarily<br />
preventative or reacti<strong>on</strong>ary. Preventative<br />
measures serve to avoid potentially<br />
dangerous situati<strong>on</strong>s before <str<strong>on</strong>g>the</str<strong>on</strong>g>y occur while<br />
reacti<strong>on</strong>ary measures allow escape from or terminati<strong>on</strong><br />
of presently occurring situati<strong>on</strong>s. This<br />
review included studies that focus <strong>on</strong> ei<str<strong>on</strong>g>the</str<strong>on</strong>g>r<br />
preventative or reacti<strong>on</strong>ary pers<strong>on</strong>al safety<br />
skills.<br />
Method<br />
The period of review extended over 30 years<br />
(1976-2006). Although a review of this extent<br />
risks inclusi<strong>on</strong> of methods that are outdated, it<br />
also helps to assure <str<strong>on</strong>g>the</str<strong>on</strong>g> inclusi<strong>on</strong> of effective<br />
strategies that may not have been c<strong>on</strong>ducted<br />
in recent years. An electr<strong>on</strong>ic search of ERIC<br />
included <str<strong>on</strong>g>the</str<strong>on</strong>g> keywords: safety skills, safety,<br />
safety instructi<strong>on</strong>, fire safety, pedestrian skills,<br />
street crossing, teleph<strong>on</strong>e skills, first aid, accident<br />
preventi<strong>on</strong>, lures of strangers, crime preventi<strong>on</strong>,<br />
child abducti<strong>on</strong>, <strong>and</strong> molestati<strong>on</strong>. An<br />
ancestral search was <str<strong>on</strong>g>the</str<strong>on</strong>g>n c<strong>on</strong>ducted of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
table of c<strong>on</strong>tents of <str<strong>on</strong>g>the</str<strong>on</strong>g> following journals:<br />
American <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Mental Retardati<strong>on</strong>, Behavior<br />
Modificati<strong>on</strong>, Excepti<strong>on</strong>ality, Educati<strong>on</strong> <strong>and</strong><br />
Training in Developmental Disabilities, Excepti<strong>on</strong>al<br />
Children, Focus <strong>on</strong> <strong>Autism</strong> <strong>and</strong> O<str<strong>on</strong>g>the</str<strong>on</strong>g>r Developmental<br />
Disabilities, Focus <strong>on</strong> Excepti<strong>on</strong>al Children,<br />
<str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Applied Behavior Analysis, <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Associati<strong>on</strong> for Pers<strong>on</strong>s with Severe Disabilities,<br />
<str<strong>on</strong>g>Journal</str<strong>on</strong>g> of <strong>Autism</strong> <strong>and</strong> Developmental Disabilities,<br />
<str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Developmental <strong>and</strong> Physical Disabilities,<br />
<str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Early Interventi<strong>on</strong>, <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Special<br />
Educati<strong>on</strong>, <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Special Educati<strong>on</strong> Technology,<br />
Mental Retardati<strong>on</strong>, Remedial <strong>and</strong> Special Educati<strong>on</strong>,<br />
Research <strong>and</strong> Practice for Pers<strong>on</strong>s with<br />
Severe Disabilities, Topics in Early Childhood Special<br />
Educati<strong>on</strong>, followed by a manual search of<br />
all reference lists of identified articles. In order<br />
to be included in <str<strong>on</strong>g>the</str<strong>on</strong>g> review, studies met<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> following criteria:<br />
1. Use of experimental design<br />
2. Publicati<strong>on</strong> in peer-reviewed journal<br />
3. Evaluati<strong>on</strong> of safety skill instructi<strong>on</strong><br />
4. Participants were diagnosed with an intellectual<br />
disability<br />
5. Article published in English<br />
Results<br />
Thirty six studies (Table 1) <strong>and</strong> two literature<br />
reviews were identified. Both literature reviews<br />
focused <strong>on</strong> abducti<strong>on</strong> preventi<strong>on</strong>. The<br />
review by Bevill <strong>and</strong> Gast (1998) narrowed its<br />
focus to young children, <str<strong>on</strong>g>the</str<strong>on</strong>g> lures of strangers,<br />
<strong>and</strong> sexual abuse while <str<strong>on</strong>g>the</str<strong>on</strong>g> Miltenberger <strong>and</strong><br />
Olsen (1996) review included research with<br />
children without disabilities <strong>and</strong> adults with<br />
intellectual disabilities. While some of <str<strong>on</strong>g>the</str<strong>on</strong>g> 36<br />
studies evaluated multiple skills, each addressed<br />
at least <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> following pers<strong>on</strong>al<br />
safety skills: (a) pedestrian/street crossing<br />
safety (7); (b) home accident preventi<strong>on</strong> (6);<br />
(c) applicati<strong>on</strong> of first aid (including identificati<strong>on</strong><br />
<strong>and</strong> reporting of illnesses (7); (d) resp<strong>on</strong>se<br />
to lures or advancements of strangers<br />
(6); (e) fire safety (6); <strong>and</strong> (f) emergency use<br />
of teleph<strong>on</strong>es (5).<br />
Pedestrian/Street Crossing Safety<br />
312 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
While <str<strong>on</strong>g>the</str<strong>on</strong>g> inability to safely move around<br />
<strong>on</strong>e’s community can hinder independence, a<br />
single error while crossing a street can have<br />
crucial c<strong>on</strong>sequences (Mats<strong>on</strong>, 1980a). Community<br />
pedestrian movement <strong>and</strong> street crossing<br />
were addressed in eight identified studies.<br />
Am<strong>on</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> skills taught were: proper sidewalk<br />
behavior (ie. walk <strong>on</strong> right side, do not bump<br />
into pedestrians) (Mats<strong>on</strong>); recogniti<strong>on</strong> of intersecti<strong>on</strong>s<br />
(Mats<strong>on</strong>); crossing streets with<br />
stop signs (look in both directi<strong>on</strong>s; use of<br />
crosswalks) (Horner, J<strong>on</strong>es, & Williams, 1985;<br />
Vogelsburg & Rusch, 1979); crossing streets<br />
with traffic lights (Horner et al.; Page, Iwata, &<br />
Neef, 1976); <strong>and</strong> crossing unc<strong>on</strong>trolled streets<br />
(Branham, Collins, Schuster, & Kleinert,<br />
1999; Horner et al.) <strong>and</strong> parking lots (Spears,<br />
Rusch, York, & Lilly, 1981).<br />
Three of <str<strong>on</strong>g>the</str<strong>on</strong>g> studies c<strong>on</strong>ducted all sessi<strong>on</strong>s<br />
with community streets (Horner et al. (1985;<br />
Spears et al., 1981; Vogelsburg & Rusch,<br />
1979). Two of <str<strong>on</strong>g>the</str<strong>on</strong>g> studies (Mats<strong>on</strong>, 1980a;<br />
Page et al., 1976) used <strong>on</strong>ly simulated instructi<strong>on</strong>,<br />
<strong>and</strong> three studies (Branham et al., 1999;<br />
Collins, Stins<strong>on</strong>, & L<strong>and</strong>, 1993; Marchetti et<br />
al., 1983) used both simulati<strong>on</strong> <strong>and</strong> community<br />
instructi<strong>on</strong>. Results of <str<strong>on</strong>g>the</str<strong>on</strong>g> Collins et al.<br />
study indicated that teaching first in simulati<strong>on</strong><br />
did not facilitate or inhibit later instructi<strong>on</strong><br />
within <str<strong>on</strong>g>the</str<strong>on</strong>g> community. Branham et al.