This investigation evaluated the effects of a hierarchical intervention that consisted of picture cues and correspondence training procedures to increase engagement of 4 young children with significant developmental delays during classroom free play sessions. Up to three levels of intervention were introduced with each child, with more intrusive levels being used only when less intrusive levels had failed to impact behavior. A multiple-probe design across children was used to evaluate the effectiveness of the intervention. Results of the study were mixed, with 2 children requiring less intrusive levels of intervention and 2 children requiring the entire intervention package in order to reach criterion.

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Young children in today's society may find themselves in situations that require appropriate action in order to avoid dire consequences, such as injury or death. These situations may be the result of contact with objects in the physical environment such as guns, knives, or toxins. In other cases, children may be faced with confronting dangers in the social environment, such as avoiding the lures of strangers or responding to the abuse or neglect of a caregiver. Although safety education programs are implemented frequently in school settings, few research studies have systematically evaluated the methodology for teaching safety skills to young children. The purpose of this article is to provide a review of the empirical literature related to social safety skills instruction for young children with and without disabilities. Findings are classified into two groups: lures of strangers and sexual abuse. Implications for future research are discussed.