Articlebronze1992

TEACHING SAFETY SKILLS TO HIGH SCHOOL STUDENTS WITH MODERATE DISABILITIES

Vincent Winterling · David L. Gast · Mark R. Wolery · Jacqueline Farmer Kearns

58 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Disability Education and Employment Down syndrome and intellectual disability research

Abstract

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.

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References

1984Single Subject Research in Special Education 1978MULTIPLE‐PROBE TECHNIQUE: A VARIATION OF THE MULTIPLE BASELINE1 1976TEACHING PEDESTRIAN SKILLS TO RETARDED PERSONS: GENERALIZATION FROM THE CLASSROOM TO THE NATURAL ENVIRONMENT1 1988THE EFFECTIVENESS OF A CONSTANT TIME‐DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION 1981Applying Time Delay Procedure to the Instruction of the Severely Handicapped 1989A COMPARISON OF TIME DELAY AND DECREASING PROMPT HIERARCHY STRATEGIES IN TEACHING BANKING SKILLS TO STUDENTS WITH MODERATE HANDICAPS 1987The Effects of Time Delay and Increasing Prompt Hierarchy Strategies on the Acquisition of Purchasing Skills by Students with Severe Handicaps 1989A comparison of procedures in teaching self-help skills: Increasing assistance, time delay, and observational learning

Cited by

2012Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities 1999Using Simultaneous Prompting to Teach a Chained Vocational Task to Young Adults with Severe Intellectual Disabilities 1994Teaching Generalized Reading of Product Warning labels to Adolescents With mental Disabilities Through the Use of Key Words 2002A Strategy for Students with Moderate Disabilities When Lost in the Community

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