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Social Safety Skills Instruction for Individuals with Disabilities: A Sequential Model
Abstract
A seven-step model for developing, teaching, and evaluating social safety skills curricula for persons with intellectual disabilities is presented. The model is based on validated best practices, including those associated with ecological inventories, (near) errorless learning instructional procedures, and procedures for promoting generalization and maintenance of behavior change. (JDD)
... physical or sexual abuse (e.g., Bergstrom, Najdowski, & Tarbox, 2012;Clees & Gast, 1994;Dixon, Bergstorm, Smith, & Tarbox, 2010;Istre, McCoy, Carlin, & McClain, 2002). Researchers have reported that children with ASD and other developmental disabilities have two to three times the risk of injury or abuse compared with their same age peers without disabilities (e.g., Agran & Krump, 2010;Calavari & Romanczyk, 2012;Volkmar & Wiesner, 2009), and the mortality rate of individuals with ASD is more than double that of those without disabilities (Chavelle, Strauss, & Picket, 2001). ...
... A major goal of education is to prepare children with ASD to become more independent; however, increased independence may increase safety risks and the need to teach SS (Clees & Gast, 1994). High priority should be given to providing SS instruction to children with ASD, yet relatively few studies have focused on SS instruction as compared to other skill areas. ...
... Johnson et al., 2005;Johnson et al., 2006). Unfortunately, children that have disabilities are exposed to a greater risk than children that do not have disabilities for being abducted by strangers (Clees and Gast 1994). Despite these facts, there is a shortage of research on instructing abduction prevention skills to children with developmental disabilities and only limited research is done on teaching these safety skills to children with autism (e.g., Bergstrom et al. 2012;Gunby et al. 2010;Gunby and Rapp 2014). ...
The rise in sexual abuse and abduction incidents has become a persistent societal problem in Pakistan which requires an inclusive response. However, one of the most neglected group out of this vulnerable population is of autistic children. The statistics from South-Asia estimate that there may be 350,000 autistic children in Pakistan. Individuals with ASD may be at an increased risk of danger including abduction or sexual abuse and might face difficulties discriminating between safe and unsafe situations. The aim of this study is to teach social safety skills-abduction and sexual abuse prevention-to autistic children. This study employs a digital interventional methodology enabling autistic children to learn social safety skills in an easier way. An experimental design framework is selected for the purposes of this research. 6 autistic children, 5 male and 1 female, aged 12-14, sampled through convenience sampling participated in this research. Questionnaires and open-ended surveys were used as data collection tools. Results showed that the video-game methodology was effective in teaching social safety skills to children with autism. There was a significant difference between pre-test and post-test outcomes and results were maintained during a 5 week follow up.
... Social safety skills are both verbal and nonverbal behaviors that the individual should do when an emergency occurs [12]. Unfortunately, children with ASD may have deficits in social safety skills [13]. ...
... Security skills are the skills that an individual needs to avoid possible harm, protect himself from the harm that occurs in sudden situations, or end the situation when faced with verbal or non-verbal negative behaviors and situations such as accidents, fire, kidnapping, and harassment (Clees & Gast, 1994;Jang, Mehta & Dixon, 2016). Difficulties in inference, reasoning, vision, communication, and motor skills or psychopathological situations cause intellectually disabled children not to realize that they may be harmed when they are exposed to dangerous situations and not be able to protect themselves from these situations. ...
Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. This study aims to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectually disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with an inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three, and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes.
... Social safety skills are both verbal and nonverbal behaviors that the individual should do when an emergency occurs [12]. Unfortunately, children with ASD may have deficits in social safety skills [13]. ...
In this paper, we provide a survey that explores the application of the Internet of Things (IoT) to diagnose Autism Spectrum Disorder (ASD). This disorder represents several limitations in social interaction, communication, etc. Research has shown that early detection has tremendous importance to reduce the negative impacts of autism. IoT innovations in the field of autism detection have proven to be a great potential to improve the clinical process. And yet, we survey studies on IoT for ASD detection and we classify them into: Eye-tracking technology, social interaction and behaviors monitoring, play behavior analysis, vocalizations analysis and facial expression recognition.
... Safety skills can be defined as preventive or reactive verbal or nonverbal behaviors which establish or maintain a person's safety. Preventive skills serve to avoid potentially dangerous situations, whereas reactive skills allow escape from or termination of occurring situations (Clees & Gast, 1994). Individuals with intellectual and developmental disabilities (IDD) have an increased risk in dangerous situations due to their deficiencies in social and communication skills, judgment, and intellectual ability (Dixon, Bergstrom, Smith, & Tarbox, 2010). ...
This chapter provides an overview of educational needs of students with intellectual and developmental disabilities (IDD) in academic subject areas and research-based instructional strategies to address their needs in educational settings. A review of recent academic intervention research is provided with a focus on variations in participant characteristics (e.g., age, diagnosis, functional ability) across academic subject domains (e.g., literacy, mathematics, science). Based on results of the synthesized literature, the chapter offers practical recommendations for educators to select appropriate academic goals and effective instructional strategies for students with IDD to support them to achieve meaningful academic outcomes in educational settings.
Individuals with intellectual and developmental disabilities (IDD) may experience elevated levels of accidental injuries due to deficits in cognitive, adaptive, or other developmental domains. Safety skills training may help reduce risk of harm and improve independence for individuals with IDD. As such, safety skills are often a treatment priority for caregivers; however, these skills may be neglected in curricula for individuals with IDD. While these skills may not be practiced on a regular basis, they may be lifesaving in the event of an emergency and should be prioritized in treatment. Safety skills include both proactive skills that prevent exposure to risk and reactive skills used in response to emergency situations. This chapter focuses on emergency-response skills and reviews intervention evaluation research that targets first-aid skills, fire safety, seeking help when lost, and making emergency calls in children, adolescents, and adults with IDD. Overall, this body of research demonstrates that emergency-response interventions can effectively increase target skills in individuals with IDD, with skills generalizing to novel stimuli and maintaining over time. Clinical recommendations for practitioners are provided.
Sınıf öğretmenlerinin yaratıcı yazma ile ilgili görüşlerinin incelenmesinin amaçlandığı bu çalışmada nitel araştırma
yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 2022- 2023 eğitim- öğretim
yılında Milli Eğitim Bakanlığı’na bağlı resmi okullarda görev yapan 35 sınıf öğretmeni oluşturmaktadır.
Araştırmanın verileri, hazırlanan görüşme formu ile elde edilmiştir. Analizler sonucunda tüm katılımcılar,
ilkokuldan itibaren yaratıcı yazma çalışmalarına ağırlık verilmesi gerektiğini böylece öğrencilerin problem çözme
ve yaratıcılık yönlerinin gelişeceğini ve özel yetenekli öğrencilerin erken tespit edilebileceğini ifade etmektedirler.
Katılımcılar, bu tür yazma etkinliklerine ilkokulda yeterli zaman ayırmadıklarını, ders kitaplarının da bu konuda
destekçi olmadığını ve sınırlı olduğunu düşünmektedirler. Katılımcılara göre yaratıcı yazma ürünlerinde
bulunması gereken en temel kriter “özgünlük” ve “hayal gücü” dür. Sonuç olarak elde edilen bilgiler ışığında sınıf
öğretmenleri yaratıcı yazmanın önemine ve etkililiğine inanmakla birlikte yaratıcı yazmanın öğretimi konusunda
uygulama eksiklikleri olduğunu kabul etmektedirler. Ayrıca öğrencilerdeki yazma başarısızlığının öğretmenden
değil öğrencilerin bireysel yetersizliklerinden kaynaklandığını ifade etmektedir.
Anahtar kelimeler: Sınıf öğretmeni, yaratıcı yazma, görüş.
Community safety skills for people with intellectual disabilities to ensure personal safety and are valued by individuals with intellectual disability and their carers alike, although individuals with intellectual disability remain at greater risk of injuries than the general population. This chapter reports the results of a systematic review of the safety literature. Studies that addressed responding to lures from strangers, being lost in the community, road safety, bullying, first aid, and putting out a fire. Results on acquisition of these skills through procedures, such as modeling, behavioral skills training were quite positive. Data on generalization were mixed and there was insufficient data on long-term maintenance. The chapter concludes with practitioner recommendations and a case study illustrating the applications of these research findings.
ResearchGate has not been able to resolve any references for this publication.