Swipe om te navigeren naar een ander artikel
This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism , as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13, 147–164. CrossRef
Blew, P. A., Schwartz, I. S., & Luce, S. C. (1985). Teaching functional community skills to autistic children using handicapped peer tutors. Journal of Applied Behavior Analysis, 19, 337–342. CrossRef
Borse, N. N., Gilchrist, J., Dellinger, A. M., Rudd, R. A., Balleteros, M. F., & Sleet, D. A. (2008). CDC childhood injury report: Patterns of unintentional injuries among 0–19 year olds in the United States, 2000–2006. Atlanta, GA: National Center for Injury Prevention and Control.
Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 28, 128–142.
Collozi, G. A., & Pollow, R. S. (1984). Teaching independent walking to mentally retarded children in public school. Education and Training of the Mentally Retarded, 22, 97–101.
Dunst, C. J., & Trivette, C. M. (2005). Measuring and evaluating family support program quality. Asheville, NC: Winterberry Press.
Gast, D., Collins, B., Wolery, M., & Jones, R. (1993). Teaching preschool children with disabilities to respond to the lures of strangers. Exceptional Children, 59, 301–311. PubMed
Goldsmith, T. (2008). Using virtual reality enhanced behavioral skills training to teach street crossing skills to teach children and adolescents with autism spectrum disorder. (Unpublished doctoral dissertation). Western Michigan University, Kalamazoo.
Horner, R. H., Jones, D. N., & Williams, J. A. (1985). A functional approach to teaching generalized street crossing. Journal of the Association for Persons with Severe Handicaps, 10, 71–78.
Josman, N. M., Ben-Chaim, H., Friedrich, S., & Weiss, P. L. (2008). Effectiveness of virtual reality for teaching street-crossing skills to children and adolescents with autism. Journal of Disabilities and Human Development, 7, 49–56.
Kayser, J. E., Billingsley, F. F., & Neel, R. S. (1986). A comparison of in-context and traditional instructional approaches: Total task, single trial versus backward chaining, multiple trials. Journal of the Association for Persons with Severe Handicaps, 11, 28–38.
Limbourg, M., & Gerber, D. (1981). A parent training program for the road safety education of preschool children. Accidental Analysis and Prevention, 15, 255–267. CrossRef
Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support with a child with autism: A longitudinal, single case experimental and descriptive replication and extension. Journal of Positive Behavior Interventions, 9, 131–150. CrossRef
Marchetti, A. G., McCartney, J. R., Drain, S., Hooper, M., & Dix, J. (1983). Pedestrian skills training for mentally retarded adults: Comparison of training in two settings. Mental Retardation, 21, 107–110. PubMed
Mechling, L. C. (2008). Thirty year review of safety skills instruction for persons with intellectual disabilities. Education and Training in Developmental Disabilities, 43, 311–323.
Mowery, J. M., Miltenberger, R. G., & Weil, T. M. (2010). Supervisor presence on staff response to tactile prompts and self- monitoring in a group home setting. Behavioral Interventions, 25, 21–35.
Neilson, C., & Bowes, J. (1994). Teaching functional skills to autistic children in natural settings: Skill acquisition, maintenance, and generalization. Paper presented at The Australian Association for Research in Education Conference, Newcastle.
Reimers, T., & Wacker, D. (1988). Parents’ ratings of the acceptability of behavioral treatment recommendations made in an outpatient clinic: A preliminary analysis of the influence of treatment effectiveness. Behavioral Disorders., 14, 7–15.
Richmond, G., & Lewallen, J. (1983). Facilitating transfer of stimulus control when teaching verbal labels. Education and Training of the Mentally Retarded, 18, 111–116.
Rivara, F. P., Booth, C. L., Bergman, A. B., Rogers, L. W., & Weiss, J. (1991). Prevention of pedestrian injuries to children: Effectiveness of a school training program. Pediatrics, 88, 770–775. PubMed
Sears, K., Blair, K. C., Crosland, K., & Iovannone, R. (2003). Using the Prevent–Teach–Reinforce model with families of young children with ASD. Journal of Autism and Developmental Disorders, 43, 1005–1016. CrossRef
Symon, J. (2005). Expanding interventions for children with autism: Parents as trainers. Journal of Positive Behavior Interventions, 7, 159–173. CrossRef
Vuran, S. (2008). Empowering leisure skills in adults with autism: An experimental investigation through the most to least prompting procedure. International Journal of Special Education, 23, 174–181.
Xiang, H., Zhu, M., Sinclair, S. A., Stallones, L., Wilkins, J. R., & Smith, G. A. (2006). Risk of vehicle–pedestrian and vehicle–bicyclist collisions among children with disabilities. Accident and Analysis Prevention, 38, 1064–1070. CrossRef
Yilmaz, I., Birkan, B., Konukman, F., & Yanardag, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45, 440–448.
Zegeer, C. V., Stewart, J. R., Huang, H. H., Lagerwey, P. A., Feaganes, J., & Campbell, B. J. (2005). Safety effects of marked versus unmarked crosswalks at uncontrolled locations: Final report and recommended guidelines. Washington, DC: Federal Highway Administration.
- An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism
Kwang-Sun Cho Blair
- Springer US