Behavioral Safety Assessment and Intervention among Residential Care Providers of Students with Intellectual and Develop
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Behavioral Safety Assessment and Intervention among Residential Care Providers of Students with Intellectual and Developmental Disabilities Julian Gianotti 1 & Tyler Kahl 1 & Jill M. Harper 2 & James K. Luiselli 2 Accepted: 30 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Many persons with intellectual and developmental disabilities are at risk for injury and physical harm due to unsafe environmental conditions. The present study addressed safety practices among care providers responsible for preventing access to hazardous materials among residential students living in two group homes. In a multiple baseline across settings design, the care providers were first exposed to visual cues intended to prompt access-prevention followed by visual cuing combined with graphic feedback. Care providers in one of the group homes demonstrated a high level of safety practices during baseline which continued throughout both intervention phases. In the second group home, a lower level of safety practices in baseline increased during the visual cuing intervention and remained stable with the addition of graphic feedback. The study demonstrates the contribution of behavioral assessment and intervention toward training and performance management of safety practices by residential care providers. Keywords Behavioralassessment . Behavior-basedsafety . Intellectualand developmental
disabilities . Performance management . Residential care Many persons with intellectual and developmental disabilities (IDD) are at risk for injury, harm, and possible death due to environmental hazards and unsafe conditions within their living environments (US Department of Health and Human Services 2018). These situations include inappropriate access to and handling of dangerous objects, falls and other accidents caused by the physical surroundings (e.g., wet floors, barriers, unstable structures), and ingestion of toxic substances (Sherrard et al. 2004; Tyler et al. 2008). The cognitive limitations associated with IDD can contribute to poor selfpreservation skills, misperception of high-risk conditions, and inability to avoid * James K. Luiselli [email protected]
1
Residential Services, Melmark New England, 460 River Road, Andover, MA 01810, USA
2
Professional Development, Melmark New England, 460 River Road, Andover, MA 01810, USA
Journal of Developmental and Physical Disabilities
potentially dangerous situations (Cavalari and Romanczyk 2012; Mechling 2008). As well, some environments may not be able to accommodate the unique learning needs of individuals or provide close supervision to prevent accidents and exposure to harmful events. These concerns are apparent for persons with IDD within any care setting and particularly pertinent for residential group homes (US Department of Health and Human Services 2018). Several applied behavior analysis (ABA) interventions have addressed safety concerns in schools and treatment centers. For example, Schmidt et al. (2013) targeted safety hazards in speci
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