The effectiveness of a computer‐based safety programme for children with severe learning difficulties

Abstract

This study reports the findings of a research study into the development of a safety programme for those with severe and complex learning difficulties. A full description of the study was reported in Lee et al. (1998). The aims of the study were twofold. The research was intended to fill the prevailing gap in appropriate prevention materials designed for 'To fill the prevailing gap in appropriate prevention materials' those with severe learning difficulties. Attention was paid to the medium through which such concepts were taught and it was proposed that multimedia technology might circumvent the problems encountered when introducing personal safety to this group. The second aim was to extend knowledge of developmental concepts towards a practical and applied programme to teach safety skills. As this research involved the design and implementation of a personal safety programme for those with severe learning difficulties, the general hypothesis was that after completion of the programme, the experimental group would be significantly more able to respond to the interview vignettes. An examination of the participants' level of authority reasoning related to their performance on the safety interview was also undertaken. Lee et al. (1998) found that the participants were able to reason at a higher cognitive level when responding to an abusive, as opposed to a benign, situation. The justifications for their compliant/noncompliant behaviour were incorporated into the prevention programme in order that the programme would be at the appropriate cognitive level.

Evaluation of a Sexual Abuse Prevention Program for Children with Intellectual Disabilities

“…In addition, the acquired skills were generalized and maintained for 10 weeks in real-life settings. This confirms findings from previous studies that adolescents and adults with intellectual disabilities improved their skills and knowledge through such programs (Egemo-Helm et al, 2007;Khemka, 2000;Khemka et al, 2005;Lee et al, 2001;Lee & Tang, 1998;Lumley et al, 1998;Miltenberger et al, 1999).…”

“…However, there is relatively little research on sexual abuse prevention programs for children with intellectual disabilities. That being said, the existing studies suggest that such programs are effective for teaching adolescents (Lee, McGee, & Ungar, 2001;Lee & Tang, 1998) and adults with intellectual disabilities (Egemo-Helm et al, 2007;Khemka, 2000;Khemka, Hickson, & Reynolds, 2005;Lumley, Miltenberger, Long, Rapp, & Roberts, 1998;Miltenberger et al, 1999).…”

Sexualisierte Gewalt gegen Kinder und Jugendliche mit Behinderungen: Erweiterter Forschungsstand seit 2014 und praktische Konsequenzen

“…Die restlichen vier Studienpublikationen sind älter und wurden bereits in Chodan et al 2014a ausführlich beschrieben und kritisch diskutiert (Andrews 1996, zit. n. Bruder und Stenfert Kroese 2005Lee et al 2001;Lee und Tang 1998;Llewellyn und McLaughlin 1987).…”

A randomized controlled trial on the effectiveness of a sexual abuse prevention programme for girls with intellectual disabilities: study protocol

“…Role plays require all parties to understand and remember who is playing which role, involving complex cognitive skills to differentiate between the immediate situation and the pretend situation. If girls with ID are unaware of why they are carrying out such behaviour, little will be learned (Lee, McGee, & Ungar, 2001). Thus, children with ID engaging in role plays on sexual abuse prevention require aids.…”