Teaching General Safety and Body Safety Training Skills to a Latino Preschool Male with Autism

Kenny, Maureen C.; Bennett, Kyle D.; Dougery, Jonelle; Steele, Francesca

doi:10.1007/s10826-012-9671-4

Cited by 24 publications

(44 citation statements)

References 40 publications

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“…It is well documented in the literature that children with ASD have a higher incidence of coming across accidents, dangerous situations, and injuries when compared to their same age peers (Dixon et al 2010;Kim 2010;Strickland et al 2007;Yildirim-Sari and Girli 2012). Programs developed for children with ASD should include safety skills instruction because these children have significant deficiencies in their social and communication skills (Kenny et al 2013). The curricula currently in use for children with ASD in Turkey includes some objectives also considered to be safety skills (MEB 2008(MEB , 2013.…”

Section: Discussionmentioning

confidence: 99%

“…These findings are consistent with the research on this topic. As was stated earlier, safety skills instruction is often neglected (Agran and Krump 2010;Brown-Lavoie et al 2014;Kenny et al 2013;Summers et al 2011). Since teaching safety skills has life saving effects, both parents and teachers should consider addressing and including systematic instruction of these skills in the IEP's of their children.…”

Section: Discussionmentioning

confidence: 99%

“…Even if they acquire these skills, they may not be able to generalize them into novel settings (Doyle and Doyle-Iland 2004a, b;Scheuermann and Webber 2002). Additionally, they may not be able to read and anticipate non-verbal cues of others who intend them harm or understand exposure to sexual abuse or abduction (Doyle and Doyle-Iland 2004a, b;Kenny et al 2013;Mechling 2008;Strickland et al 2007). Lastly, children with ASD may be more compliant with an adult's requests since compliance training is an integral part of their educational programs (Lumley and Miltenberger The first author completed this study in partial fulfillment of the requirements of a Master of Science Degree in Applied Behavior Analysis in Autism at Anadolu University, Eskisehir, Turkey.…”

Section: Introductionmentioning

confidence: 99%

“…It has also been documented that these children are often neglected both clinically and experimentally in terms of safety skills instructions (Agran and Krump 2010;Brown-Lavoie et al 2014;Kenny et al 2013;Summers et al 2011). However teaching safety skills should be regarded as important as teaching social, communication, daily living and personal living skills (Collins et al 1991;Mechling 2008).…”

Section: Introductionmentioning

confidence: 99%

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Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Sirin

Tekin‐Iftar

2016

J Autism Dev Disord

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Safety skills instruction should be regarded as one of the important teaching areas. A descriptive study was designed to reveal the opinions of Turkish parents and teachers of children with autism spectrum disorders regarding safety skills instruction. Data were collected through interview and analyzed descriptively. Findings showed that (a) both parents and teachers were able to define safety skills, (b) they found safety skills instruction important and necessary, (c) rather than providing systematic instruction they use natural occurrences as teaching opportunities and prevention behaviors, (d) parents have never had a conversation with teachers about safety skills instruction, and (e) neither parents nor teachers have enough knowledge and experience for teaching safety skills. Implications for implementing safety training are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Sirin

Tekin‐Iftar

2016

J Autism Dev Disord

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“…It is recommended that parents begin teaching risk reduction skills when children are young and that these skills are practised repeatedly to promote maintenance and generalization regardless of a developmental disability diagnosis (Kenny et al . ).…”

Section: Education and Risk Reductionmentioning

confidence: 97%

An Exploratory Study of the Knowledge of Personal Safety Skills Among Children with Developmental Disabilities and Their Parents

Miller¹,

Pavlik²,

Kim

et al. 2016

Research Intellect Disabil

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Teaching Personal Safety

Kenny¹

2020

Encyclopedia of Autism Spectrum Disorders

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Teaching personal safety skills involves educating children about their private body parts, boundaries with others, personal privacy, and ability to say "no" to touches they do not want or are inappropriate. Conceptualized as part of childhood sexual abuse (CSA) prevention, educating youth about personal safety typically consists of teaching children knowledge and skills related to recognizing, responding to, and reporting potentially abusive situations (three R's of prevention). Teaching personal safety skills considers the developmental and cognitive level of the child, and instruction can begin with very young children. Historical Background Childhood sexual abuse is a serious issue in the United States (USA). The latest figures estimate that approximately 57,964 children were confirmed victims of sexual abuse last year in the USA (US Department of Health and Human Services 2019). According to results from three administrations of the National Survey of Children's Exposure to Violence, Finkelhor et al. (2014) reported an estimated prevalence of 27% for females and 5% for males, or approximately 1 in 4 girls and 1 in 20 boys. The results of CSA on youth are far reaching and can cause a multiplicity of emotional and behavioral problems into adulthood (Pérez-Fuentes et al. 2013). While all children are at risk of victimization, there are some characteristics that make certain children more vulnerable to sexual assault. One of those characteristics is the disability that children may experience, such as autism spectrum disorder (ASD). Certain social-emotional and communication challenges, when present in children with ASD, may be interpreted by sexual offenders as vulnerabilities that they can exploit (Edelson 2010). Research has confirmed that children with disabilities are 2-3 times more likely to be sexually abused (including raped) than children without disabilities (Brown-Lavoie et al. 2014; Sullivan and Knutson 2000). Mandell et al. (2005) found that 16.6% of caregivers reported their child with ASD had been sexually abused. Brown-Lavoie et al. (2014) reported that 78% of their respondents with ASD reported at least one instance of sexual victimization, compared to 47% of a comparison group. There appears to be certain characteristics that children with ASD possess that may make them more vulnerable to abuse including lack of communication, limited understanding of personal boundaries, and difficulty interpreting others' intentions. Muccigrosso (1991) discusses

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Teaching General Safety and Body Safety Training Skills to a Latino Preschool Male with Autism

Cited by 24 publications

References 40 publications

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation

An Exploratory Study of the Knowledge of Personal Safety Skills Among Children with Developmental Disabilities and Their Parents

Teaching Personal Safety

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