Using Constant Time Delay To Teach Preventative Safety Skills to Preschoolers with Disabilities. Final Report.Reportar como inadecuado

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This final report describes a study to investigate the effects of an intervention procedure that included time delay, praise, and other cues on the acquisition of safety skills in preschool children with disabilities. Twelve preschool-aged children with disabilities from six different classrooms participated. Preventive safety skills consisted of recognizing exemplars of an unsafe situation and changing it in order to make it safer. Responding to unsafe settings was measured in two settings: classroom and home. One pair of children was instructed using a multi-component teaching procedure that incorporated time delay, prompts, and praise. The other child watched. A multiple probe design across pairs of children was used to assess the effects of the procedures. Learners who were directly taught correctly completed more preventive steps during teaching than baseline sessions and showed some generalization of responding to unsafe situations. Learners who observed did not respond to classroom probes, however, when an extra cue was provided, three of these learners correctly responded. No learner consistently responded to unsafe situations set up during home probes before or after the teaching. Results of the study are discussed in terms of: (1) target and observational learners' responses to unsafe situations as a result of teaching; (2) generalization of skills to the home setting; (3) evidence of maintenance; (4) reliable implementation of teaching procedure; and (5) parents' and teachers' responses to the research. (Contains 51 references and 10 appendices.) (SG)

Descriptors: Disabilities, Family Attitudes, Intervention, Learning Activities, Learning Experience, Preschool Children, Preschool Education, Safety Education, Teaching Methods, Toddlers

Autor: Rule, Sarah; Tso, Marion


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