Winterling V, Gast D L, Wolery M, Farmer J A
Devereux Foundation, New Jersey Center for Autism, Bridgeton 08302.
J Appl Behav Anal. 1992 Spring;25(1):217-27. doi: 10.1901/jaba.1992.25-217.
Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.
教残疾学生对潜在危险情况做出适当反应是一项有用的技能，但很少受到研究关注。本调查教会了3名中度智力障碍学生安全地从（a）装有洗碗水的水槽、（b）台面和（c）地板上移除并丢弃破碎物品（盘子、玻璃杯）。第4名学生仅接受了水槽任务的指导。采用多成分治疗方案来教授这些技能。最初使用模拟材料，后来换成破碎的盘子和玻璃杯。采用多探针设计来评估治疗方案的有效性。结果表明，该治疗方案在教授这些技能方面是有效的。在训练完成后的1周和1个月收集了数据，结果好坏参半。在训练的任何阶段都没有学生受伤。讨论了与向中度残疾学生教授安全技能相关的问题。
