Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation
- 446 Downloads
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.
KeywordsAutism spectrum disorders Safety skills Opinions of parents Opinions of teachers
This study was supported by a Grant from the Anadolu University Research Fund (Project No: 1304E070). Authors would like to Miss Dulce Castillo for her insightful proofreading and Dr. Gonul Kircaali-Iftar for her comments.
NS conceived of the study, participated in the design, collected data and helped to draft manuscript; ETI conceived of the study, participated in its design and coordination, analysis and interpretation of the data and write the manuscript. Both authors read and approved the final manuscript.
Compliance with Ethical Standards
Conflict of interest
The authors declare that there are no conflicts of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in this study.
- Acar, G., Tekin-Iftar, E., & Yikmis, A. (2015). Comparison of the efficacy of parent generated and delivered social stories and video modeling in teaching prosocial skills to children with ASD. In Poster presented at The Association for the Behavior Analysis Annual Convention. San Antonio, TX.Google Scholar
- Agran, M., & Krump, M. (2010). A preliminary investigation of parents’ opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45, 303–311.Google Scholar
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.Google Scholar
- Besler, F. (2015). Anneler tarafindan sunulan video modelle ogretimin otizmli cocuklara oyun becerisi ogretmedeki etkililiği (The effectiveness of mother delivered video modeling on teaching play skills to children with autism). (Unpublished Master’s Thesis). Anadolu University, Eskisehir.Google Scholar
- Clees, T. J., & Gast, D. L. (1994). Social safety skills instruction for individuals with disabilities: A sequential model. Education and Treatment of Children, 17, 163–185.Google Scholar
- Collins, B. C., Wolery, M., & Gast, D. L. (1991). A survey of safety concerns for students with special needs. Education and Training in Mental Retardation, 26, 305–318.Google Scholar
- Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill.Google Scholar
- Dogoe, M. S., Banda, D. R., Lock, R. H., & Feinstein, R. (2011). Teaching generalized reading of product warning labels to young adults with autism using the constant time delay procedure. Education and Training in Autism and Developmental Disabilities, 46, 204–213.Google Scholar
- Doyle, B.T., & Doyle-Iland, E.D. (2004). Safety considerations. http://www.asdatoz.com/Documents/Website%20Safety%20handout.pdf.
- Doyle, B. T., & Doyle-Iland, E. (2004b). Autism spectrum disorders from A to Z. Texas: Future Horizons.Google Scholar
- Kim, Y. (2010). Personal safety programs for children with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 312–319.Google Scholar
- Mechling, L. C. (2008). Thirty year review of safety skill instruction for persons with intellectual disabilities. Education and Training in Developmental Disabilities, 43, 311–323.Google Scholar
- Milli Egitim Bakanligi. (2008). Talim terbiye kurulu baskanligi ozel egitim ve rehabilitasyon merkezi yaygin gelisimsel bozukluklar destek programi (Curriculum for children with pervasive developmental disorders). http://orgm.meb.gov.tr/meb_iys_dosyalar/2013_09/04010347_yaygngeliimselbozukluklardestekeitimprogram.pdf.
- Milli Egitim Bakanligi. (2013). Talim terbiye kurulu baskanligi ozel egitim uygulama merkezi (okulu) birinci ve ikinci kademe egitim programi (otistik cocuklar için) (Cirriculum for children with ASD). Ankara. http://ttkb.meb.gov.tr/dosyalar/programlar/ilkogretim/otistikcocuklar.pdf.
- Miltenberger, G. R. (2008). Teaching safety skills to children: Prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills. Association for Behavior Analysis International, 1, 30–36.Google Scholar
- Olcay-Gul, S., & Tekin-Iftar, E. (2016). The power of family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51, 67–78.Google Scholar
- Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference. Belmont, CA: Wadsworth/Thomson Learning.Google Scholar
- Suzer, T. (2015). Otizmli bireylere cinsel istismardan korunma becerilerinin öğretiminde sosyal öykülerin etkililiği (Effectiveness of Social Stories on teaching individuals with autism to protect themselves from sexual abuse). (Unpublished Master’s Thesis). Anadolu University, Eskisehir.Google Scholar
- Tekin-Iftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43, 249–265.Google Scholar
- Tinsworth, D., & McDonald, J. (2001). Special study: Injuries and deaths associated with children’s playground equipment. Washington, DC: US Consumer Product Safety Commission. http://cpsc.gov/PageFiles/108601/playgrnd.pdf.
- Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know? Hoboken: Wiley.Google Scholar
- Yildirim-Sari, H., & Girli, A. (2012). Gelişimsel yetersizliği olan çocuklarda kaza ve yaralanma (Accidents and injury in children with developmental disabilities). Journal of Anatolia Nursing and Health Sciences, 15, 283–287.Google Scholar