Elsevier

Research in Developmental Disabilities

Volume 32, Issue 5, September–October 2011, Pages 1455-1463
Research in Developmental Disabilities

Review article
The effects of instructional interventions related to street crossing and individuals with disabilities

https://doi.org/10.1016/j.ridd.2011.03.019Get rights and content

Abstract

Adequate street crossing skills reduce the risk of injury and increase the functional independence of individuals with disabilities. This paper reviews research involving instructional interventions for street crossings with individuals with disabilities. Eight studies were included. There was evidence individuals could be taught street crossings using classroom based interventions, roadside instruction, or virtual reality technology. Classroom based methods were successful when involving strategies which promoted generalization of skills. Task analysis found the steps involved in street crossing included: stopping at the curb, looking left and right, walking quickly, walking within the crosswalk, and continuing to look left and right. A variety of instructional strategies were used, but the small body of literature did not allow clear identification of superior strategies.

Highlights

► 8 instructional interventions taught individuals with disabilities street crossing. ► Classroom based, roadside, and virtual reality teaching strategies were successful. ► Classroom based strategies required planning for generalization. ► Task analysis identified key steps in street crossing. ► Specific instructional strategies were examined.

Section snippets

Method

For purposes of this review, instructional interventions were defined as studies in which a skill or skills were taught in a classroom, roadside, or using virtual reality. A four-step literature search strategy was used to identify pertinent studies. First, electronic searches in ERIC, Google Scholar, ProQuest, and PsychINFO were conducted. The search terms were: blind, visually impaired, visual impairment, impaired, retarded, autism, autistic, disabled, disability, street crossing, road,

Results

Based on the above criteria, eight studies were included. The studies employed three types of instructional interventions: classroom instruction (2 studies), roadside instruction (2 studies), virtual reality instruction (1 study), or a combination/comparison (3 studies) of these types of interventions. Participants ranged in age from 5 to 59 years, and all had disabilities. Diagnosed disabilities included developmental disabilities (Batu, Ergenekon, Erbas, & Akmanoglu, 2004), intellectual

Discussion

Parents of students with disabilities and professionals report little systematic instruction occurs on safety skills, including street crossing (Agran and Krupp, 2010, Collins et al., 1992a, Collins et al., 1992b); however, street crossing is a potentially dangerous task (National Highway Traffic Safety Administration, 2008), yet, it is one which can increase an individual's functional independence and quality of life (Katz et al., 2005, Naveh et al., 2000). The literature in this review

Acknowledgements

Sincere thanks to Daniel Ashmead and John Rieser of Vanderbilt University and Robert Wall Emerson of Western Michigan University for their input on this project.

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