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TABLE 1—(Continued) Reference Participants Safety Skill Setting/Simulation Design Results Generalization Maintenance Maintained 1–2 wks Generalization to untaught numbers Acquisition of dialing and giving information Multiple baseline across behaviors and participants Photo scenarios, picture phone directory, in classroom Emergency telephone calls None reported No report Significant increases for all participants Newman-Keuls test for comparison of means Disconnected phones, cards with phone numbers Emergency telephone calls Independent behavior None reported No report attributed to pacing prompts Acquisition of all tasks None reported Maintained 6– 12 wks Multiple baseline and reversal design across behaviors Multiple baseline across behaviors Pedestrian Parking lot of residental facility Simulated injuries (i.e. betadine), inoperable telephones First Aid, Emergency phone calls No report Multiple probe across groups Cell phone use in classroom role play Emergency cell phone calls Risley, & Cuvo (1980) n 3 CA 26–52yrs Mild, Moderate ID Smith, & Meyers (1979) n 60 CA 42–49yrs Moderate to Profound ID Spears, Rusch, York, & n 1 Lilly (1981) CA 12yrs Severe ID Spooner, Stem, & Test n 3 (1989) CA emergency Moderate ID Taber, Alberto, Hughes, & n 14 seltzer (2002) CA 11–14yrs Moderate ID No report Generalization to community settings & phone numbers Generalization to untrained intersections Acquisition of cell phone use: dialing number from index card & give information Instructional feedback effective in teaching approach & walk behaviors. Repeated practice required to teach “looking” behavior Improvement for 6 of 7 students Pedestrian Community intersections Multiple baseline across subjects with a partial sequential reversal n 3 CA 17–21yrs Severe, Profound ID Vogelsburg, & Rusch (1979) 316 / Education and Training in Developmental Disabilities-September 2008 Maintained 14 days for 6 of 7 students Generalization to novel situations & abductors for 6of7 students Modified multiple probe interrupted time series across groups Classroom, school playground Response to lures of strangers n 7 CA 6–8yrs Moderate, Severe ID Watson, Bain, & Houghton (1992) None reported Maintained 1 wk. Mixed data 1 month Treatment package effective in teaching safe handling of materials Multiple probe across participants, replicated across tasks Simulated plastic materials, glass materials Handling broken materials (plates, glasses) n 3 CA 17–21yrs Moderate ID Winterling, Gast, Wolery, & Farmer (1992)
found differences only in efficiency data (favoring classroom simulation plus communitybased instruction over videotape modeling used with community-based instruction and videotape modeling used with simulation and community-based instruction). In contrast, Marchetti et al. found significant differences in favor of community training over a classroom simulation using a small scaled model of streets and moving dolls through intersections. Home Accident Prevention Measures against home accidents and injuries was <strong>the</strong> focus of five identified studies with results indicating that person with disabilities can learn to both prevent and handle accidents within <strong>the</strong> home by following precautionary measures. Written checklists of task analysis were effective in increasing appropriate prevention of potential in-home hazards in <strong>the</strong> bathroom, kitchen, living room and bedroom in <strong>the</strong> study by O’Reilly, Green, and Braunling-McMorrow (1990). Task analysis included information on such skills as: proper positioning of electric space heaters, use of hair dryers in <strong>the</strong> bathroom, disposal of outdated medications, and bathtub safety. In a second study, Jones and Collins (1997) presented safety facts (<strong>the</strong> popcorn popper is hot and could burn you) as non-target information in instructive feedback statements during microwave cooking. Although students were required to answer questions and state safety facts, measures of safe performance of <strong>the</strong> facts were not included in <strong>the</strong> study. In two similar studies, Collins and Stinson (1994–1995) taught students to read product warning labels (i.e. liquid bleach) while Collins and Griffen (1996) taught students to read labels and respond safely by putting unsafe products on a shelf or handing <strong>the</strong>m to an adult. Using self-instructional, audiovisual childcare manuals, Feldman and Case (1999) taught parents with intellectual disabilities to prevent <strong>the</strong>ir children from being victims to home accidents by proper storage and handling of matererials (i.e. glass, electrical appliances, and sharp objects). The only reactive study was conducted by Winterling, Gast, Wolery, and Farmer (1992) who taught students with disabilities to remove and discard broken materials (plates, glasses) from a sink, countertop, and floor using simulated (plastic) and glass materials. First Aid Research has also supported <strong>the</strong> ability of persons with disabilities to learn and apply minor first aid procedures. O’Reilly and Cuvo (1989) evaluated written task analysis and picture cues depicting cold symptoms (i.e. runny nose) to teach identification, monitoring, reporting, and self-administration of medications for symptoms of illness. Students have also been taught to: administer first aid for choking (Spooner, Stem, & Test, 1989); treat minor burns (Marchand- Martella & Martella, 1990); treat minor wounds (i.e. wash, dry, apply bandages) (Marchand-Martella et al., 1990; Marchand- Martella, Martella, Christensen, Agran, & Young, 1992; Matson, 1980b; Spooner et al.); and apply first aid to an insect bite (Gast & Winterling, 1992). Studies by Christensen, Lignugaris/Kraft, and Fiechtl (1996) and Christensen, Marchand-Martella, Martella, Fiechtl, and Christensen (1993) found that even preschool children were able to learn to report simulated injuries to an adult through direct instruction and observational learning. Procedures have included: (a) model and practice on self (Gast & Winterling, 1992.; Spooner et al. 1989); (b) practice on puppets (Marchand-Martella & Martella, 1990); and (c) model and practice on <strong>the</strong> instructor (Spooner et al.). Simulated materials were used in each of <strong>the</strong> studies treating minor cuts, burns, and insect bites. These ranged from using: ketchup (Marchand-Martella & Martella, 1990) and betadine (Spooner et al.) to simulate blood; costume makeup (Gast et al.), and manufactured simulated injuries used in first aid training (Christensen et al., 1993; 1996; Marchand-Martella et al., 1992). Two studies evaluated students’ abilities to generalize first aid skills to actual injuries to follow-up procedures. Christensen et al. (1996) reported that two of six preschoolers were able to perform some of <strong>the</strong> first aid procedures (i.e. covering cut and locating a parent) while Marchand-Martella and Martella (1990) report that three of four partici- Safety Skill Instruction / 317
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 and 42: TABLE 1 Safety Skill Studies Refere
Page 43: TABLE 1—(Continued) Reference Par
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
Page 93 and 94: 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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