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| Recent Advances in Safety Skills Training: Abduction, Sexual Abuse, and Firearm Injury Prevention Skills |
| Monday, May 30, 2005 |
| 9:00 AM–10:20 AM |
| Williford A (3rd floor) |
| Area: CBM; Domain: Applied Research |
| Chair: Raymond G. Miltenberger (North Dakota State University) |
| CE Instructor: Raymond G. Miltenberger, Ph.D. |
| Abstract: The four papers in this symposium will present recent research on teaching safety skills to children and individuals with mental retardation. The first paper describes research comparing two procedures for teaching abduction prevention skills to children. The second paper describes a study evaluating behavioral skills training for teaching sexual abuse prevention skills to women with mental retardation. The third paper compares two procedures for teaching skills to children to prevent gun play and the fourth paper evaluates peer training for teaching skills to children to prevent gun play. |
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| A Comparison of Two Behavioral Skills Training Procedures for Teaching Abduction Prevention Skills to School-Age Children |
| BRIGITTE M. JOHNSON (University of Iowa), Raymond G. Miltenberger (North Dakota State University), Peter J. Knudson (North Dakota State University), Kristin Egemo-Helm (North Dakota State University), Linda K. Langley (North Dakota State University) |
| Abstract: Although child abduction is a low rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction prevention skills although not all children learn the skills. This study compared BST only to BST with an added in-situ training component in teaching abduction prevention skills in a small-group format to school-aged children. Results showed that both programs were effective in teaching abduction prevention skills. In addition, the scores for the group receiving in situ training were significantly higher than scores for the group receiving BST alone at the 3 month follow-up assessment. |
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| Evaluation of a Behavioral Skills Training Program to Teach Sexual Abuse Prevention to Women with Mental Retardation |
| KRISTIN EGEMO-HELM (North Dakota State University), Raymond G. Miltenberger (North Dakota State University), Peter J. Knudson (North Dakota State University), Nicholas Finstrom (North Dakota State University), Candice Jostad (North Dakota State University), Brigitte M. Johnson (University of Iowa) |
| Abstract: The current study evaluated a behavioral skills training (BST) program in combination with in-situ training to teach sexual abuse prevention skills to 5 women with mild to moderate mental retardation. In-situ assessments were conducted following BST, and in-situ training sessions were conducted for those who were unable to demonstrate the skills in the natural setting. The results showed that generalization of the safety skills to the natural setting occurred for three of the five participants following one to two in-situ training sessions. One participant required twelve in-situ training sessions and three booster training sessions to reach criterion level. Three of four participants assessed one month following training maintained the skills to criterion levels. |
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| A Comparison of the Eddie Eagle GunSafe Program and Behavioral Skills Training for Teaching Skills to Prevent Gun Play |
| PAMELA D. KELSO (University of Manitoba), Raymond G. Miltenberger (North Dakota State University), Marit Waters (North Dakota State University), Kristin Egemo-Helm (North Dakota State University), Angela Bagne (North Dakota State University) |
| Abstract: The effectiveness of the Eddie Eagle GunSafe Program, Level Two was compared to a Behavioral Skills Training (BST) procedure. Self-report, role-play, and in-situ assessments were used to evaluate the procedures in a posttest only control group design. Those children not demonstrating the target skills after training received an in-situ training session. Results indicated both programs were successful in promoting verbal report of the desired safety skills, however no differences were observed between training conditions as measured by role-play and in-situ assessments. However, the BST procedure was superior to the control condition on the role-play measure. Furthermore, the majority of the participants displayed the target behaviors following an additional in-situ training session and both the BST and Eddie Eagle group differed significantly from the control group at the second in-situ assessment. |
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| Firearm Injury Prevention Skills: Increasing the Efficiency of Training with Peer Tutoring |
| CANDICE JOSTAD (North Dakota State University), Raymond G. Miltenberger (North Dakota State University), Pamela D. Kelso (University of Manitoba), Peter J. Knudson (North Dakota State University) |
| Abstract: Gun play results in hundreds of childhood deaths and injuries each year in the United States. Behavioral Skills Training (BST) is used to teach children the skills needed to resist gun play when finding a firearm. Although effective, existing BST programs are time and resource intensive and therefore lack the efficiency required to be widely utilized. The current study examined the use of peers as tutors to decrease the time and resources needed to teach these safety skills to youngsters. Peer trainers conducted BST sessions and in-situ training with other children. Children taught by the peer trainers acquired the safety skills and demonstrated maintenance of those skills at follow-up. Furthermore, all of the peer trainers acquired and maintained the skills. These results support the use of peer tutoring to increase the efficiency and adoptability of BST programs. |
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