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Teaching pairs of preschoolers with disabilities to seek adult assistance in response to simulated injuries: acquisition and promotion of observational learning
Ann M. Christensen, Lignugaris, Benjamin Kraft, Barbara J. Fiechtl
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Abstract
The purpose of this study was to investigate the effects of direct training and observational learning on the acquisition, generalization, and maintenance of the first-aid skill “seeking adult assistance when injured” for three pairs of preschool children with disabilities (three target learners and three observational learners). A multiple probe design across pairs of participants was used. All 6 participants acquired the first-aid skill; more importantly, their responding generalized to playground and home situations and maintained at high levels during the follow-up probes conducted up to 8 weeks after training. The skill acquisition shown by the observational learners occurred without direct training in approximately the same number of trials as that required for the target learners. These results suggested that the intervention was an effective and efficient instructional procedure for teaching preschool children with disabilities basic first-aid skills.