We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms…

Although sometimes neglected, safety skills instruction should be considered as important a teaching area as others (e.g., self-care, academic, communication skills) because these skills can lead to more independence in a less restrictive environment. The researchers designed this study to reveal the opinions of Turkish parents, teachers, and…

Two studies evaluated the use of either in vivo training or simulation prior to in vivo, as methods for training 8 students (ages 10-19) with moderate disabilities to cross streets and to use public pay telephones. Results suggested that prior simulation training did not appear to either facilitate or inhibit later in vivo instruction. (DB)

Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Although students mastered the words in a relatively short time with minimal errors, generalization probe data with actual products across settings revealed the need for instruction to…

These thoughts, by an author of a paper (EC 611 428) on teaching adolescents with moderate mental retardation to read key warning label words, focus on the importance of teaching for generalization or teaching word recognition using actual labels and encouraging an appropriate behavioral response. (DB)

Based on a survey of special educators (n=40) and parents (n=21) of children with special needs, this paper presents a list of safety skills across domains for preschool, elementary, and adolescent students with special needs. Similar safety concerns were found among both parents and professionals. (Author/DB)

Appropriate safe responses to products containing key words on warning labels were taught to four elementary students with moderate mental retardation using a constant time delay procedure. Results found the procedure effective in teaching safe responses, as well as in increasing a generalized response to novel settings and materials. (Author/PB)

In vivo instruction consisting of a constant time-delay procedure used in combination with multiple exemplars of strangers, lures, supervisors, and sites was used to teach three adults with severe mental handicaps a generalized response to the lures of strangers. Participants acquired the response during training, but transfer to probe trials was…

These reflections on EC 604 101 (a study of teaching adults with severe disabilities a generalized response to the lure of strangers) provide background information on the research methodology used, outline limitations of the study, discuss ethical issues in safety research, and examine ways to make teaching a generalized response more effective.…