TEACHING PEDESTRIAN SKILLS TO RETARDED PERSONS: GENERALIZATION FROM THE CLASSROOM TO THE NATURAL ENVIRONMENT¹

Abstract

Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom. Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on the model and under actual city traffic conditions. Results of a multiple-baseline design across both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained.

Teaching Safety Skills to High School Students With Moderate Disabilities

“…Several authors have commented on the use of simulations to teach functional and generalized skills (Browder et al, 1988;Homer et al, 1986;Nietupski et al, 1986;Page et al, 1976). One of the principal advantages of simulation training is that students can be protected from risks associated with potentially dangerous activities (e.g., Page et al, 1976).…”

“…One of the principal advantages of simulation training is that students can be protected from risks associated with potentially dangerous activities (e.g., Page et al, 1976). We used simulation to ensure the students had learned to handle broken materials safely when the risk ofinjury was minimal before exposing them to actual broken plates and glasses.…”

“…However, the use of time delay to teach activities in which the risk of injury was present has not been documented. Similarly, simulation has many reported advantages (Browder, Snell, & Wildonger, 1988;Homer, McDonnell, & Bellamy, 1986;Neef, Lensbower, Hockersmith, DePalma, & Gray, 1990;Nietupski, Hamre-Nietupski, Clancy, & Veerhusen, 1986;Page, Iwata, & Neef, 1976), but its use as a deliberately programmed safety precaution has not been described previously. Thus, the current study (a) extended time delay research to domestic safety skills involving chained responses, (b) used simulation as a means of protecting students from danger during initial instruction, and (c) employed multiple examples ofstimuli to facilitate generalized responding.…”

Assessing Preferences of Individuals With Developmental Disabilities: A Survey of Current Practices

“…Behavior analysts have applied principles of reinforcement to teach individuals with developmental disabilities language skills (e.g., Bourret, Vollmer, & Rapp, 2004), social interaction skills (e.g., Krantz & McClannahan, 1998), play skills (e.g., MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009), community safety skills (Page, Iwata, & Neef, 1976), personal hygiene skills (e.g., Swain, Allard, & Holborn, 1982), and vocational skills (e.g., Lattimore, Parsons, & Reid, 2006). In addition, techniques based upon the principles of behavior have proven invaluable in the assessment and treatment of problem behaviors such as self-injury (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994, aggression (e.g., DeLeon, Fisher, Herman, & Crosland, 2000), stereotypy (e.g., Ahearn, Clark, MacDonald, & Chung, 2007), noncompliance (e.g., Mace et al, 1988), food refusal (e.g., Gulotta, Piazza, Patel, & Layer, (2005), and property destruction (e.g., Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998).…”

Peer Training of Safety‐related Skills to Institutional Staff: Benefits for Trainers and Trainees

“…Reprints may be obtained from Dennis H. Reid, Western Carolina Center, Morganton, North Carolina 28655. Neef, 1976;Yeaton & Bailey, 1978), making emergency telephone calls (Risley & Cuvo, 1980), and improving safe driving practices (Larson, Schnelle, Kirchner, Carr, Domash, & Risley, 1980;Parsons, 1976). Typically, the focus of safety research has been on changing behaviors of potential victims of accidents.…”