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TABLE 1—(Continued) Reference Participants Safety Skill Setting/Simulation Design Results Generalization Maintenance Mixed results across injuries 8–12 wks Maintained 10– 50 days Peers without disabilities All students reached criteria Multiple probe across behaviors replicated across participants First aid Simulated injuries using costume make-up Gast, & Winterling (1992) n 4 CA 17–21yrs Moderate ID Performance measured from 2nd bedroom All students learned to exit home Multiple baseline across participants Fire Safety Bedrooms at home. Blow dryer for heat, heating pad on door, picture of smoke, house fire alarm Safe response to Curriculum using situations of modeling, rehearsal, abduction & feedback, & praise sexual abuse Haney, & Jones (1982) n 4 CA 12–16yrs Moderate to Severe ID None reported Maintenance of skills for 7 of 8 subjects, 6 Effective for 7 of 8 students Modified multiple baseline across subjects n 8 CA 22–45yrs Mild ID Haseltine, & Miltenberger (1990) months No report Generalization to nontrained streets General case programming effective in teaching crossing of trained & non-trained streets Verbal acquisition 83– 100% of facts Pedestrian Community streets Multiple baseline across participants n 3 CA 12–53yrs Moderate to Severe ID Horner, Jones, & Williams (1985) No report No report for safety facts No report Maintained 2 wks Multiple probe across behaviors, replicated across participants Multiple baseline across participants Safety facts Non-target feedback statements, classroom instruction Fire safety Simulated bedroom at school “significant improvements” in overt behaviors and self-report of safety skills “High level” of mastery of skills across daytime and nighttime scenarios Jones, & Collins (1997) n 3 CA 31–45yrs Moderate ID Jones, Kazdin, & Haney n 5 (1981) CA 8–9yrs Mild ID, no disability No report Maintained 5–8 months Multiple baseline across participants Jones, & Thornton (1987) n 4 CA 30–55yrs Mild, Moderate ID 314 / Education and Training in Developmental Disabilities-September 2008 No report Maintained 3 months for 2 students “Significant improvements in fire safety response for 3 of 4 participants Multiple baseline across participants Fire safety Tape recordings of alarms, blow dryer for heat, picture of fires, taught in apartment of participants Fire safety Fire drill in residential dormitory, tape recordings of fire alarms & crackling fires, blow dryer for heat Fire safety Tape recording of school fire alarm, exit from 3rd floor of dormitory n 4 CA 17–19yrs Blind Mild ID, n 1 Jones, Van Hasselt, & Sisson (1984) No report Generalization to night time fire drill All participants mastered sequence for exiting building Multiple baseline across participants n 8 CA 10–19yrs Blind Jones, Sisson, & Van Hasselt (1984)
TABLE 1—(Continued) Reference Participants Safety Skill Setting/Simulation Design Results Generalization Maintenance Maintained 66 wks Self-injuries, injuries of o<strong>the</strong>rs, across natural home environments Nontrained No report injuries of self and o<strong>the</strong>rs In vivo more effective Novel settings No report Completion of skills with puppets Multiple baseline across behaviors, replicated across participants First aid Ketchup, red pen marks on puppets n 4 CA 7–11yrs EBD Marchand-Martella, & Martella (1990) Acquisition and performance of skills on self and puppets Multiple baseline across participants First aid Manufactured simulated injuries, puppets n 4 CA 6–12yrs Mild, Moderate ID, EBD n 18 CA 19–59yrs Moderate ID Marchand-Martella, Martella, Christensen, Agran, & Young (1992) Multiple comparison using Tukey HSD Pedestrian Classroom scaled Model vs in vivo Marchetti, McCartney, Drain, Hooper, & Dix No report Community streets Classroom simulation more effective than scaled model Duncan’s Multiple Range Test Pedestrian Scaled model, Simulation on hospital grounds Discussion & modeling not effective until role playing introduced Multiple baseline across subjects Fire safety, Discussion, model, role play in classroom (1983) Matson (1980a) n 30 CA 21–55yrs Moderate, Severe ID Matson (1980b) n 5 CA 25–37yrs Moderate ID No Maintained 7 generalization months to actual emergency situations Maintained 4 wks None reported No report Increase in protective behaviors First aid Multiple baseline across behaviors Protective behaviors Discussion, model, role 2 2 repeated play at center using measures ANOVA “Feel Safe” program in a group format Self-treatment of Simulated photographic Multiple baseline across cold symptoms scenarios 4 classifications of colds Mazzucchelli, (2001) n 20 CA 31–37yrs Mild ID None reported Decrease in performance at 1 month until retraining Some Most skills generalization maintained to untaught 1-month hazards Acquisition of treatment of different cold types O’Reilly, & Cuvo (1989) n 1 CA 44yrs TBI Anoxic Checklist effective in increasing response to most hazards. Task analysis resulted in remediation of skills not acquired through checklist Scaled model effective in teaching street crossing in natural environment Variation of multiple probe across rooms & participants Written checklist & task analysis Home accident prevention encephalopathy n 4 CA 18–20yrs TBI O’Reilly, Green, & Braunling-McMorrow (1990) Maintained 2–6 wks Community streets Pedestrian Scaled model Multiple baseline across behaviors and participants n 5 CA 16–25yrs Mild, Moderate ID Page, Iwata, & Neef (1976) Safety Skill Instruction / 315
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19 and 20: literature, mostly to do with <stro
Page 21 and 22: tion? The national consumer survey.
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27 and 28: also used to support and challenge
Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41: TABLE 1 Safety Skill Studies Refere
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53 and 54: and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
Page 73 and 74: communication turns (i.e., initiati
Page 75 and 76: Definitions of Target Behaviors and
Page 77 and 78: student gave the p
Page 79 and 80: Figure 2. Bob’s performance data.
Page 81 and 82: contact increased 41% from baseline
Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
Page 87 and 88: to students with severe disabilitie
Page 89 and 90: The use of arm splints has been suc
Page 91 and 92: Figure 1. Intervention results for
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sions, he engaged in hand mouthing
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Effects of a Reciprocal Questioning
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4-45). Because the
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TABLE 2 Codes of Student Question G
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TABLE 3 Examples of Elements of a S
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Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
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Figure 5. Frequency of unprompted s
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their children to
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and lack of random selection makes
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prehension-monitoring activities. C
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all three participants who passed b
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va
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