Preventing Home Accidents

Abstract

Five retarded adults (moderate to severe) were trained in skills necessary for handling emergencies via classroom training and participant modeling. Training consisted of instructions, modeling, feedback, rehearsal, and social reinforcement. Skills for handling emergency situations were quickly trained and maintained during follow-up. Classroom training did not generalize to in vivo performance of target behaviors, although role-played training in combination with classroom training did. Determining if participant modeling is the only necessary component and analyzing other methods of modeling with various behaviors and populations are questions for further study.

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