Teaching Teenagers with Autism to Answer Cell Phones and Seek Assistance When Lost

Abstract

Three participants with autism were taught to answer a cell phone and to follow directions to seek assistance when lost in community settings. During baseline, none of the participants answered a cell phone or sought assistance. Following instruction at school and in the community, all participants learned to answer the cell phone and follow instructions to seek assistance from a naïve adult by exchanging a communication card. Generalization probes were conducted in non-training community sites and with the participants' parents. Data also were collected on the responses of naïve community members to determine the social validity of the participants' assistance-seeking skills. Results are discussed in terms of the importance of teaching community safety skills to individuals with autism and the challenges of teaching these responses to individuals with severe communication and social deficits. Descriptors: Autism, cell phones, getting lost, safety skills, seeking assistance ABSTRACT A

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

“…As a result, they were unable to test the students' generalization and mastery of their acquired safety skills; which caused reluctance on the part of the teachers to provide safety skills instruction. Applied research literature researchers noted they mainly teach these skills to children with ASD in schools and tested generalization effects in familiar settings (Bergstrom et al 2012;Hoch et al 2009). …”

Teaching Children With Autism to Seek Help When Lost in Public

“…Arrows indicate the locations of each trial. Locations for Quinton: Target (1), Vons (2), Ross (3). Locations for Randy: Target (1), Walmart (2).…”

“…Locations for Randy: Target (1), Walmart (2). Locations for Tito: Brookstone (1), Target (2), Frys Electronics (3), Best Buy (4), Macy's (5), Kohl's (6).…”

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Effect of Peer Delivered Social Stories on the Crossing Skills of Primary School Students with Developmental Disabilities

“…Bu durum gelişimsel yetersizlik gösteren bireylere güvenlik becerilerinin öğretimi için etkili öğretim programlarının geliştirilmesi ve uygulanmasını kaçınılmaz kılmaktadır (Miltenberger, 2008). Alanyazında gelişimsel yetersizlik gösteren bireylere (a) ilk yardım yapma (örn., Ergenekon, 2012;Kearney, Brady, Hall ve Honsberger, 2017), (b) kaçırılmadan korunma (örn., Gunby ve Rapp, 2014;Ledbetter-Cho vd., 2016), (c) yabancı kişilerden korunma (örn., Kutlu, 2016), cinsel istismardan korunma (örn., Süzer, 2015), (d) suda güvenli kalma (örn., Levy, Ainsleigh ve Hunsinger-Harris, 2017;Tucker, 2016), (e) yangından korunma (örn., Rossi, Vladescu, Reeve ve Gross, 2017), (f) ev içi kazalardan korunma (örn., Summers vd., 2011;Winterling vd., 1992), (g) trafikte güvenliğini sağlama (örn., Yeaton ve Bailey, 1978), (h) kaybolduğunda yardım isteme (örn., Hoch, Taylor ve Rodriguez, 2009) gibi farklı güvenlik becerilerinin öğretildiğini gösteren araştırmalar bulunmaktadır. Bu becerilerden biri trafikte güvenliği sağlama başlığı altında yer alan karşıdan karşıya geçme becerileridir.…”