Fire evacuation skills training for institutionalized mentally retarded adults

Abstract

Thirty-seven institutionalized mentally retarded clients were given timelimited intensive group training in fire evacuation skills. Clients were trained to independently exit their residence within 2.5 minutes of the onset of a fire alarm in drills conducted during both day and night and with one of multiple exits blocked or unblocked. Three weeks of training produced a substantial increase in the percentage of clients passing training drills, and clients continued to improve at three and six month follow-up periods. Six months after training, 18 of these clients had been independently certified capable of self-preservation. A post-hoc analysis of variables related to training outcome suggests that client choice of monetary reinforcers strongly predicted performance, while level of mental retardation, psychiatric diagnosis, and use of psychotropic medication did not.

Prevention of unintentional injury to people with intellectual disability: a review of the evidence

“…The only area to receive sustained research attention was training for first‐aid (Marchand‐Martella 1992), safety skills (Winterling et al. 1992), fire safety (Katz & Singh 1986) and fire evacuation (Jones & Thornton 1987; Rowe & Kedesdy 1988). Some success in safety‐related behavioural change for those with ID has been reported.…”

“…1992; Ricci 2000). Behaviour modification techniques in small groups of children and adults with ID show positive effects for skills acquisition for first‐aid, safe fire exit and fire extinction (Haney & Jones 1982; Holburn & Dougher 1985; Katz & Singh 1986; Jones & Thornton 1987; Rowe & Kedesdy 1988; Spooner 1989; Marchand‐Martella 1992). Although the number of subjects in these studies is generally very small (< 10), the results show that some progress can be achieved.…”

Interventions to Prevent Residential Fire Injury

“…Several studies of mildly to profoundly mentally disabled children and adults have documented mastery of safe exit in individual or small group training sessions using behavior-modifi cation techniques (Haney & Jones, 1982;Holburn & Dougher, 1985;Jones & Thornton, 1987;Katz & Singh, 1986;Rae & Roll, 1985;Rowe & Kedesdy, 1988). Maintenance of skills was variable, with good retention at 3-8 months.…”

Using modeling and rehearsal to teach fire safety to children with autism

“…Skills such as fire safety actions were sparsely represented. Since 1970, only 10 studies examined methods for teaching fire safety skills, mostly with adults (e.g., Bannerman, Sheldon, & Sherman, ; Katz & Singh, ; Rowe & Kedesdy, ). This is concerning given the number of annual deaths by fires.…”