Abstract
Children may encounter safety threats from the physical environment (e.g., firearms or poisonous substances) or from the behaviors of others (e.g., abduction or sexual abuse lures). Such encounters may result in injury or death if children do not learn skills to respond safely. Research over the last 40 years has investigated approaches to assessing and training safety skills. This article discusses critical features that have emerged in the research related to best practice for assessing and training safety skills. We emphasize the importance of in situ assessments, effective training approaches, the need for data-based decision making, strategies for enhancing generalization and maintenance, the accessibility of training programs, and approaches to training individuals with disabilities. Following a discussion of each critical feature presented in this article, we provide recommendations for practicing behavior analysts.
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Baruni, R.R., Miltenberger, R.G. Teaching Safety Skills to Children: A Discussion of Critical Features and Practice Recommendations. Behav Analysis Practice 15, 938–950 (2022). https://doi.org/10.1007/s40617-021-00667-4
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DOI: https://doi.org/10.1007/s40617-021-00667-4