A review of research on procedures for teaching safety skills to persons with developmental disabilities

Dixon, Dennis R.; Bergstrom, Ryan; Smith, Marlena N.; Tarbox, Jonathan

doi:10.1016/j.ridd.2010.03.007

Cited by 65 publications

(54 citation statements)

References 30 publications

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“…They gave same safety skills as examples. Safety skills can be interpreted to mean the skills necessary for protecting and removing oneself from dangers and harm (Dixon et al 2010;Istre et al 2002;Runyan et al 2005). Parents' and teachers' definitions were consistent with those found in literature surrounding this topic, indicating parents and teachers are aware of the meaning of safety skills.…”

Section: Discussionsupporting

confidence: 54%

“…Although parents take precautions to protect their children from accidents, they may still encounter them at any time (Miltenberger 2008). Many children each year face the risk of injury, lost or death due to unintentional accidents (i.e., crossing the street, abduction, electric shock; Bergstrom et al 2012;Istre et al 2002;Phelan et al 2001;Runyan et al 2005;Tinsworth and McDonald 2001) as well as intentional accidents (i.e., physical and sexual abuse; Clees and Gast 1994;Dixon et al 2010;Pereda et al 2009). Children with autism spectrum disorders (ASD) and other developmental disabilities face two to three times the risk of injury or abuse compared with those of their same age peers in the general population (Agran and Krump 2010;Calavari and Romanczyk 2012;Koller 2000;Lee et al 2008;McEachern 2012;Strickland et al 2007;Volkmar and Wiesner 2009;Yildirim-Sari and Girli 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Parallel to these programs, Rehabilitation Centers' curriculum offer only limited safety goals instruction (MEB 2008). As indicated, safety risks in the home, school, and community take place in an ongoing basis even if parents and teachers take the precautions to protect or teach safety skills to them (Dixon et al 2010;Miltenberger 2008). Hence, considering the possible risks of injury to children with ASD resulting from accidents/ harm by others, safety skills instruction throughout a child's educational experience and beyond is imperative.…”

Section: Introductionmentioning

confidence: 99%

“…However, they need to consider that all children face injuries and/or death as a result of the consequences of intentional or unintentional accidents. But what also needs to be taken into consideration is the fact that children with ASD are at a higher risk for dangerous circumstances and situations than those of their peers (Dixon et al 2010;Dogoe et al 2011;Lee et al 2008;Strickland et al 2007). There are many reasons that safety skills instruction are not being provided and it can be due in part to either the parent and the teacher.…”

Section: Introductionmentioning

confidence: 99%

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Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Sirin

Tekin‐Iftar

2016

J Autism Dev Disord

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Safety skills instruction should be regarded as one of the important teaching areas. A descriptive study was designed to reveal the opinions of Turkish parents and teachers of children with autism spectrum disorders regarding safety skills instruction. Data were collected through interview and analyzed descriptively. Findings showed that (a) both parents and teachers were able to define safety skills, (b) they found safety skills instruction important and necessary, (c) rather than providing systematic instruction they use natural occurrences as teaching opportunities and prevention behaviors, (d) parents have never had a conversation with teachers about safety skills instruction, and (e) neither parents nor teachers have enough knowledge and experience for teaching safety skills. Implications for implementing safety training are discussed.

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Sirin

Tekin‐Iftar

2016

J Autism Dev Disord

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“…For example, there are a significant number of training packages and programmes on self-protective behaviours for children and adults with intellectual disability which build on principles of abuse prevention (Collins and Walford 2008;Dixon et al 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Safe at home? Factors influencing the safety strategies used by people with intellectual disability

Robinson

2013

Scandinavian Journal of Disability Research

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Little is known about how people with intellectual disability understand personal safety, or what strategies they call upon when they do not feel safe in their homes. In this participatory research, 20 people with intellectual disability talked about the ways they keep themselves safe in the places where they live, and what helps them or makes it hard for them to stay safe. Interviews with nine disability policymakers were also conducted to include a systemic perspective about how personal safety is addressed by funded disability support services. A series of factors either support people or make it difficult for them to put their strategies into action, influencing the degree to which they were able to draw upon their own strategies to protect themselves from potential harm.Keywords: intellectual disability; personal safety; harm; abuse prevention; user views IntroductionWhile there is a limited body of research with people with intellectual disability about their experience of abuse and neglect, there is little research which asks people about how they take preventative action to avoid harm. Research with people with intellectual disability which works directly with them to look for the causes and consequences of abuse and harm has important implications for policy and practice in not only disability services, but more broadly for community safety strategies, public housing design and crime prevention.In this participatory study, 20 people with intellectual disability were asked about how they understand personal safety, and about what they do when they do not feel safe at home. People who lived in a range of environments Á in group homes, in boarding houses, in social [public] housing units and villas, with family, and in homes they own Á shared their experiences and perspectives about how they keep safe, and what works and does not work well for them. Policy-makers and practitioners also contributed a systemic perspective to the study about how the disability support system promotes the personal safety of people with intellectual disability in the Australian state in which the research took place. This paper discusses the results of the study. The background to the study is briefly described, followed by a literature review which situates personal safety and self-protection strategies within the abuse and neglect research literature. The results *Email: sally.robinson@scu.edu.au Scandinavian Journal of Disability Research, 2014 Vol. 16, No. 2, 99Á113, http://dx.doi.org/10.1080/15017419.2013 # 2013 Nordic Network on Disability Research of the study are presented, with priority given to the experiences and perspectives of people with intellectual disability. A series of implications arising from the results are discussed which have relevance for theory, policy and practice. BackgroundIn previous research completed with people with intellectual disability about emotional and psychological abuse and neglect (Robinson 2010), some participants raised strategies they draw upon to keep themselves safe when they fee...

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An evaluation of video‐prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities

Sureshkumar,

Zonneveld

2023

J of App Behav Analysis

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Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video‐prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple‐baseline‐across‐skills design to evaluate the efficacy of a video‐prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

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A review of research on procedures for teaching safety skills to persons with developmental disabilities

Cited by 65 publications

References 30 publications

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Safe at home? Factors influencing the safety strategies used by people with intellectual disability

An evaluation of video‐prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities

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