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Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Spivey, Corrine E. Mechling, Linda C. |
| Copyright Year | 2016 |
| Abstract | This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant’s personal space) and replicated across three participants was used to evaluate the effectiveness of the intervention and participants’ abilities to generalize the skills to in vivo community settings and across novel stimuli. Results indicate that the three participants learned and generalized their ability to verbally respond to perpetrators’ requests for money and personal information, but did not generalize their ability to physically respond to perpetrators entering their personal space. Teaching personal safety skills to persons with intellectual disability is recognized as an important area of instruction (Dixon, Bergstrom, Smith, & Tarbox, 2010; Kim, 2010; Mechling, 2008). With increased independence and fading of adult supervision in community environments come increased safety risks (Purrazzella & Mechling, 2013) and concerns about these safety risks may interfere with caregivers willingness to support community independence (Purrazzella & Mechling, 2013; Taylor, Hughes, Richard, Hoch, & Rodriquez-Coello, 2004) if proper instruction is not provided. Personal safety skills addressed in the research with students with moderate intellectual disability have included: pedestrian and street crossing safety (Batu, Ergenekon, Erbas, & Akmanaglu, 2004; Branham, Collins, Schuster, & Kleinert, 1999; Coles, Strickland, Padgett, & Bellmoff, 2007; Collins, Stinson, & Land, 1993; Matson, 1980; Page, Iwata, & Neef, 1976); fire and inclement weather safety (Coles et al.; Mechling, Gast, & Gustafson, 2009; Padgett, Strickland, & Coles, 2006; Self, Scudder, Weheba, & Crumrine, 2007); seeking help when lost in the community (Hoch, Taylor, & Rodriquez, 2009; Purrazzella & Mechling, 2013; Taber, Alberto, Hughes, & Seltzer, 2002; Taber, Alberto, Seltzer, & Hughes, 2003; Taylor et al., 2004); social safety skills abduction prevention and responding to lures of strangers (Collins, Hall, Rankin, & Branson, 1999; Collins, Schuster, & Nelson, 1992; Gast, Collins, Wolery, & Jones, 1993; Gunby, Carr, & LeBlanc, 2010; Mazzucchelli, 2001); protection against abuse and victimization (Khemka, 2000; Khemka, Hickson, & Reynolds, 2005); home accident prevention and household safety (Collins & Griffen, 1996; Collins & Stinson, 1994-1995; Feldman & Case, 1999; Jones & Collins, 1997; O’Reilly, Green, & Braunling-McMorrow, 1990; Summers et al., 1992); and first aid skills (Christensen, Lignugaris/Kraft, & Fiechtl, 1996; Gast & Winterling, 1992; Ozkan, 2013). Even though personal safety skills may not be used on a daily basis, they are critical when the need for their use occurs (e. g., escaping from a house fire, not walking in front of a moving vehicle). Although their use is critical, infrequent occurrence is of concern when teaching trials must be limited while waiting on natural opportunities to occur in order to practice the skills (Mechling, 2008). Further, practice of some personal safety skills (e. g., crossing dangerous pedestrian intersections) in a safe environment, prior to in vivo instrucCorrespondence concerning this article should be addressed to Linda Mechling, University of North Carolina Wilmington, Department of Early Childhood, Elementary, Middle, Literacy, and Special Education, 601 S. College Road, Wilmington, NC 28404-5940. E-mail: mechlingl@uncw.edu Education and Training in Autism and Developmental Disabilities, 2016, 51(1), 79–92 © Division on Autism and Developmental Disabilities Social Safety Skills / 79 tion, may be necessary. It is also recognized that personal safety skills must be generalized across settings and situations where they will be encountered and that programs need to evaluate generalization in natural settings if using simulation for instruction (Mechling 2008). In a recent review of the literature, Kim (2010) found that few studies used in-vivo assessment to measure generalization of personal safety skills to real life, communitybased, situations and therefore, similarly to Dixon et al. (2010) recommended that more in-vivo assessments of generalization be used to evaluate effectiveness of instructional programs that target personal safety skills. Interestingly, in spite of their recognized importance, few studies exist which have been conducted in the past 10-15 years to teach personal safety skills (Dixon et al., 2010; Kim, 2010, Mechling, 2008) and training of these skills appears to be a neglected area of instruction (Kim). Of particular interest is the application of new technologies that were not available in the late 1900s and early 2000s when the majority of the reported research occurred. One such technology is use of video instruction. Although limited in its evaluation to teach personal safety skills, use of video instruction provides a means to create realistic teaching scenarios in a simulated environment (Branham et al., 1999; Gunby et al., 2010; Mechling et al., 2009; Purrazzella & Mechling, 2013; Tiong, Blampied, & Grice, 1992). Video technology is a possible way to provide realistic examples of unsafe stimuli (Mechling 2008) and multiple views of situations that cannot be efficiently created in real life situations (Self et al., 2007). For example, while it may be time consuming to travel to multiple pedestrian intersections for in vivo instruction, video models can provide a variety of scenarios with repetitive teaching trials per scenario. The purpose of the current study was to evaluate use of video modeling to teach social safety skills. Social safety skills for this study were defined as reactionary measures to escape from or end a dangerous situation when it was occurring (Mechling, 2008) and the skills included responding to strangers who: a) requested personal information; b) requested money, and: c) entered the participant’s personal space (e. g., sat too close on a public bus). In addition, a second important research question addressed by the study was whether participants would generalize the skills to naturally occurring scenarios in the community. The current study further evaluated generalization of social safety skills to real life scenarios without the instructor or any adult, familiar to the participant, being present. In the limited number of studies evaluating generalization of personal safety skills, none were identified in which the researcher or familiar adult was not present. Without this measure, Summers et al. (2011) recognized the uncertainty of whether participants would respond safely without the presence of the investigator and Purrazzella and Mechling (2013) recommended that participants in future studies should travel alone, with no familiar adult present, to evaluate use of a smartphone when lost in the community. The primary research questions for the current study were: 1) Will video modeling be effective in teaching social safety skills to three young adults with intellectual disability? and; 2) Will participants generalize their behaviors to real life scenarios without the accompaniment of a familiar adult? |
| Starting Page | 79 |
| Ending Page | 92 |
| Page Count | 14 |
| File Format | PDF HTM / HTML |
| Volume Number | 51 |
| Alternate Webpage(s) | http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2015v50/ETADD_51(1)_79-92.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
