Hostname: page-component-7b7567c8c-mnklg Total loading time: 0 Render date: 2026-11-12T22:06:47.012Z Has data issue: false hasContentIssue false
  • English
  • Français

Training Community-Living, Intellectually Handicapped People in Fire Safety Using Video Prompting

Published online by Cambridge University Press:  06 October 2014

Stephanie-Jane Tiong,
Neville M. Blampied and
Bonny Le Grice
Stephanie-Jane Tiong
Affiliation:
Movement for the Intellectually Disabled of Singapore
Neville M. Blampied
Affiliation:
University of Canterbury
Bonny Le Grice
Affiliation:
Lincoln University, New Zealand
Get access

Abstract

Four adult, moderately intellectually handicapped persons who lived independently in the community were trained in safe exiting from their bedrooms in the event of fire. Baseline levels of competence were low, typically less than 20% of steps correct. Training was introduced to each trainee following a multiple probe across subjects design. Failures to complete a step were followed by video prompting in which the trainee watched a video of a model (an intellectually handicapped male) demonstrate the correct performance of the step. Acquisition required at most 10 sessions, the skills transferred to another residence and to the trainee's bedroom, and were maintained at 5 weeks.

Information

Type
Research Article
Information
Behaviour Change , Volume 9 , Issue 2 , June 1992, pp. 65 - 72
Copyright
Copyright © The Author(s) 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Bell, J.R. (1979). Fifteen residents die in mental hospital fires. Fire Journal, 73, 60–76.Google Scholar
Billingsley, F.F., & Romer, L.I. (1983). Response prompting and the transfer of stimulus control: Methods, research, and a conceptual framework. The Journal of the Association for the Severely Handicapped, 8, 3–12.Google Scholar
Canter, D. (Ed.). (1990). Fires and human behavior (2nd ed.). New York: John Wiley.Google Scholar
Cooper, J.O., Heron, T.E., & Heward, W.L. (1987). Applied behavior analysis. Columbus, OH: Merrill.Google Scholar
Cuvo, A.J. (1979). Multiple-baseline design in instructional research: Pitfalls of measurement and procedural advantages. American Journal of Mental Deficiency, 11, 345–355.Google Scholar
Grand, A.F., Kaplan, H.L., Beitel, J.J. III, Switzer, W.G., & Hartzell, G.E. (1985). An evaluation of toxic hazards from full-scale furnished room fire studies. In Harmathy, T.Z. (Ed.), Fire safety: Science and engineering, ASTM STP 882 (pp. 330–353). Philadelphia: American Society for Testing and Materials.Google Scholar
Haney, J.I., & Jones, R.T. (1982). Programming maintenance as a major component of a community-centered preventive effort: Escape from fire. Behavior Therapy, 13, 47–62.Google Scholar
Haring, T.G., Kennedy, C.H., Adams, M.J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89–96.Google Scholar
Hillman, H.S., Jones, R.T., & Farmer, L. (1986). The acquisition and maintenance of fire emergency skills: Effects of rationale and behavior practice. Journal of Pediatric Psychology, 11, 247–258.Google Scholar
Jones, R.T., & Haney, J.I. (1984). A primary preventive approach to the acquisition and maintenance of fire emergency responding: Comparison of external and self-instruction strategies. Journal of Community Psychology, 72, 180–191.Google Scholar
Jones, R.T., & Haney, J.I. (1985). Behavior therapy and fire emergencies: Conceptualizalion, assessment and intervention. In Hersen, M., Eisler, R.M., & Miller, P.M. (Eds.), Progress in behavior modification (Vol 19, pp. 177–216). New York: Academic Press.Google Scholar
Jones, R.T., Kazdin, A.E., & Haney, J.L. (1981a). Social validation and training of emergency fire safety skills for potential injury prevention and life saving. Journal of Applied Behavior Analysis, 14, 249–260.Google Scholar
Jones, R.T., Kazdin, A.E., & Haney, J.L. (1981b). A followup to training emergency skills. Behavior Therapy, 12, 716–722.Google Scholar
Jones, R.T., Sisson, L.A., & van Hasslet, V.B. (1984). Emergency fire safety skills for blind children and adolescents: Group training and generalization. Behavior Modification, 8, 267–286.CrossRefGoogle ScholarPubMed
Jones, R.T., & Thornton, J.L. (1987). The acquisition and maintenance of emergency evacuation skills with mildly to moderately retarded adults in a community living arrangement. Journal of Community Psychology, 15, 205–215.Google Scholar
Katz, R.C., & Singh, N.N. (1986). Comprehensive fire-safety training for adult mentally retarded persons. Journal of Mental Deficiency Research, 30, 59–69.Google ScholarPubMed
Le Grice, B. (1989). Video prompting and increasing assistance: A comparison of two prompting methods. Unpublished masters thesis, University of Canterbury, Christchurch, New Zealand.Google Scholar
Le Grice, B., & Blampied, N.M. (1992). Using video prompting to teach micro-computer and video-recorder operation to intellectually handicapped pupils. Manuscript submitted for publication.Google Scholar
Matson, J.L. (1980). Preventing home accidents: A training program for the retarded. Behavior Modification, 4, 397–410.Google Scholar
Murray, J.A., & Epstein, L.H. (1981). Improving oral hygiene with videotape modeling. Behavior Modification, 5, 360–371.CrossRefGoogle Scholar
Rae, R., & Roll, D. (1985). Fire safety training with adults who are profoundly mentally retarded. Mental Retardation, 23, 26–30.Google ScholarPubMed
Ramachandran, G. (1985a). Stochastic modelling of fire growth. In Harmathy, T.Z. (Ed.), Fire safety: Science and engineering, ASTM STP 882 (pp. 122–144). Philadelphia: American Society for Testing and Materials.Google Scholar
Ramachandran, G. (1985b). The human aspects of fires in buildings — A review of research in the United Kingdom. In Harmathy, T.Z. (Ed.), Fire safety: Science and engineering, ASTM STP 882 (pp. 386–422). Philadelphia: American Society for Testing and Materials.Google Scholar
Sikurat, M.D. (1985). Are we gambling with our retarded citizens' lives? Fire Journal, 79, 47–49.Google Scholar
Snell, M.E., & Zirpoli, T.J. (1987). Intervention strategies. In Snell, M.E. (Ed.), Systematic instruction of persons with severe handicaps (3rd ed., pp. 110–150). Columbus, OH: Merrill.Google Scholar
Stephens, W.E., & Ludy, I.E. (1975). Action-concept learning in retarded children using photographic slides, motion picture sequences and live demonstrations. American Journal of Mental Deficiency, 80, 277–280.Google Scholar
Taday, H. (1989). International fire losses. Part 2 — Fires by occupancy. Fire Prevention, 225, 23–26.Google Scholar
Wacker, D.P., & Berg, W.K. (1983). Effects of picture prompts on the acquisition of complex vocational tasks by mentally retarded adolescents. Journal of Applied Behavior Analysis, 16, 417–433.CrossRefGoogle ScholarPubMed
Wacker, D.P., Berg, W.K., Berrie, P., & Swatta, P. (1985). Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training. Journal of Applied Behavior Analysis, 18, 329–336.CrossRefGoogle ScholarPubMed
Wood, P.G. (1990). A survey of behaviour in fires. In Canter, D. (Ed.), Fires and human behavior (2nd ed.).(pp. 83–95). New York: John Wiley.Google Scholar