A systematic replication of teaching children with autism to respond appropriately to lures from strangers

Bergstrom, Ryan; Najdowski, Adel C.; Tarbox, Jonathan

doi:10.1002/jaba.175

Cited by 27 publications

(34 citation statements)

References 13 publications

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“…Although several studies have been conducted to evaluate BST, IST, and video modeling for teaching safety skills with typical children (Dancho et al 2008;Gatheridge et al 2004;Himle et al 2004;Johnson et al 2005;Miltenberger et al 2004;Poche et al 1981Poche et al , 1988, little research has been conducted to evaluate these methods with children diagnosed with ASD (e.g., Bergstrom et al 2014;Godish et al 2017;Gunby et al 2010;Gunby and Rapp 2014;Morgan and Miltenberger 2017). Furthermore, this is just the second study to evaluate behavioral procedures for teaching children to avoid pills as a safety threat rather than firearms or abduction lures (Dancho et al 2008).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Video Modeling to Teach Children Diagnosed with Autism to Avoid Poison Hazards

King

Miltenberger

2017

Adv Neurodev Disord

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Accidental poisonings are one of the leading safety threats for young children, so it is important to teach children to avoid ingesting poisonous substances. The purpose of this study was to evaluate the effectiveness of video modeling to teach three children diagnosed with autism spectrum disorder to avoid poison hazards. Results showed that video modeling was not effective for any of the participants, but that in situ training was effective for two participants, while the third participant required an additional incentive. Two out of three of the participants maintained the safety skills for 1, 3, and 5-week follow-up assessments.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Video Modeling to Teach Children Diagnosed with Autism to Avoid Poison Hazards

King

Miltenberger

2017

Adv Neurodev Disord

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“…Observers used the three-point safety rating from previous abduction-prevention research (e.g., Bergstrom et al, 2014) to measure a three-part target response: (a) vocally declining to leave with a stranger, (b) immediately moving away from the stranger, and (c) informing a familiar adult (e.g., therapist) of the incident at first opportunity. Participants could receive a score from 0 to 3 with one point awarded for each step of the response.…”

Section: Data Collection and Interobserver Agreementmentioning

confidence: 99%

“…Gunby and Rapp (2014) extended that work by including a variety of abduction lures (e.g., offering candy, asking child for help). Recently, Bergstrom, Najdowski, and Tarbox (2014) provided a further extension by assessing generalization across environments and abductors. Bergstrom et al (2014) suggested future research should include a variety of lure types in baseline and assess for maintenance of the target response across lures.…”

mentioning

confidence: 99%

“…Recently, Bergstrom, Najdowski, and Tarbox (2014) provided a further extension by assessing generalization across environments and abductors. Bergstrom et al (2014) suggested future research should include a variety of lure types in baseline and assess for maintenance of the target response across lures. The current study aimed to replicate and extend previous research by addressing those suggestions.…”

mentioning

confidence: 99%

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Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism

Ledbetter-Cho

Lang

Davenport

et al. 2016

Behav Analysis Practice

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A concurrent multiple baseline across participants design evaluated the effects of behavioral skills training (BST) on abduction-prevention skills of four children with autism. Across phases, confederates presented four types of abduction lures: (a) simple requests, (b) appeals to authority, (c) assistance requests, and (d) incentives. During baseline, lures resulted in children leaving with confederate strangers. During intervention, BST targeted a three-step response (i.e., refuse, move away, and report) and the abduction-prevention skills of all participants improved. Improvements generalized to novel settings and confederates and were maintained at 4 weeks. There is currently limited research on abduction-prevention pertaining to individuals with ASD. BST can be used to teach abduction-prevention skills to individuals with ASD. BST can be effective at teaching appropriate responses to multiple types of abduction lures. The effects of BST on multiple responses to multiple types of lures can generalize across settings and people and maintain over time.

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“…Türkiye'de ise cinsel istismar vakalarının sıklığı ve dağılımı ile ilgili net bir veri bulunmamakla birlikte istismara uğrayanların sadece %15'inin durumu yetkililere bildirildiği tahmin edilmektedir (Öztop ve Özcan, 2010;Süzer, 2015;Taner ve Gökler, 2004). Tüm bu istatistiklere rağmen ulusal ve uluslararası alanyazında gelişimsel yetersizlik gösteren bireyleri yabancı kişilerden koruma becerilerinin öğretimine ilişkin yayımlanmış araştırma sayısı sınırlı olmakla birlikte, son yıllarda bu konuya ilişkin yayımlanmış çalışmalara daha fazla sayıda rastlamak mümkündür (Akmanoğlu ve Tekin-İftar, 2011;Bergstrom, Najdowski ve Tarbox, 2014;Egemo-Helm ve diğ., 2007;Gunby, Carr ve LeBlanc, 2010;Gunby ve Rapp, 2014;Ledbetter-Cho ve diğ., 2016;Summers ve diğ., 2011).…”

Section: Introductionunclassified

Geli̇şi̇msel Yetersi̇zli̇ği̇ Olan Bi̇reylere Yabanci Ki̇şi̇lerden Korunma Beceri̇leri̇ni̇n Öğreti̇mi̇ne İli̇şki̇n Araştirmalarin İncelenmesi̇

Kutlu¹,

Kurt²

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETGelişimsel yetersizliği olan bireylerin kişisel güvenliklerini tehdit eden durumlarla karşılaştıklarında kendilerini koruyacak becerilere sahip olmaması onları yabancı kişiler tarafından gerçekleştirilebilecek cinsel istismar ya da kaçırılma gibi tehlikeli durumlarla yüzyüze bırakabilir. Bu çalışmada gelişimsel yetersizliği olan bireylere yabancı kişilerden korunma becerilerinin öğretimine ilişkin alan yazın incelenerek yayımlanmış araştırmalara ulaşılmıştır. Çalışmada internet üzerinden EbschoHost, Academic Search Complete elektronik veri tabanları ve Google Scholar internet arama motoru taranmış ve yabancı kişilerden korunma becerilerinin öğretimiyle ilgili 1990 -2016 yılları arasında hakemli dergilerde yayımlanan, 12 deneysel araştırma makalesi incelenmiştir. İncelenen araştırmalarda aşamalı yardımla öğretim, video modelle öğretim, rol-oyun, model olma, geri bildirim, fiziksel ipucu, sözel ipuçları, olumlu pekiştirme" gibi davranışçı yaklaşım ve uygulamalı davranış analizine dayalı öğretim uygulamalarının yer aldığı öğretim paketleri ve sabit bekleme süreli öğretim yöntemi kullanılmıştır. İncelenen araştırmalarda bulgular katılımcıların tümünde kullanılan öğretim uygulamalarının yabancı kişilerden korunma becerilerinin öğretiminde etkili olduğunu göstermektedir. Bu çalışmada, incelenen araştırmalardan elde edilen bulgular tartışılmış, uygulamacılara ve ileri araştırmalara yönelik önerilerde bulunulmuştur. Anahtar Kelimeler: Kaçırma, cinsel istismar, gelişimsel yetersizlik, korunma TEACHING INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES TO RESPOND TO THE LURES OF STRANGERS: A REVİEW OF THE LITERATUREABSTRACT All children are likely to run across many threats to personal safety in their interactions with the social environment. Although it is the responsibility of parents and other adults to decrease safety threats and to educate their children to engage in the secure behavior, some children still encounter safety threats that could result in injury or death if they lack the skills needed to respond appropriately. The present study reviewed the literature in teaching individuals with developmental disabilities to respond to the lures of strangers. A systematic search of EBSCO-Host, Academic Search Complete, and Google Scholar for the years of 1990-2016 was conducted. Twelve single subject design research articles met our inclusion criteria and were obtained from this search. Three studies trained sexualabuse protection skills, eight studies trained how to avoid abduction by strangers and one study trained how to respond if a stranger knocked on the door. Each study involved participants with intellectual disabilities or autism spectrum disorder. Researchers used intervention packages including video modeling, corrective feedback, graduated guidance, live modeling, role-play, the system of a least prompt, instructions and positive reinforcement in ten studies. Although results of the studies are positive in general, a few issues remain that need to be addressed in future research and practice.

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A systematic replication of teaching children with autism to respond appropriately to lures from strangers

Cited by 27 publications

References 13 publications

Evaluation of Video Modeling to Teach Children Diagnosed with Autism to Avoid Poison Hazards

Evaluation of Video Modeling to Teach Children Diagnosed with Autism to Avoid Poison Hazards

Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism

Geli̇şi̇msel Yetersi̇zli̇ği̇ Olan Bi̇reylere Yabanci Ki̇şi̇lerden Korunma Beceri̇leri̇ni̇n Öğreti̇mi̇ne İli̇şki̇n Araştirmalarin İncelenmesi̇

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