Self-administered written prompts to teach home accident prevention skills to adults with brain injuries.
This study evaluated the use of written checklists and task analyses as self-administered prompts to teach home accident prevention skills to 4 adults with brain injuries. Subsequent to baseline, participants used written checklists that identified potential in-home hazards but did not prompt behaviors necessary for hazard remediation. Written individualized task analyses, incorporating specific behavioral steps for correcting hazards that participants had failed to remediate during the checklist phase, were used to prompt appropriate responding when necessary. These were subsequently faded to transfer stimulus control to the natural conditions. A multiple probe technique across participants and settings was used. Results indicated that the checklist alone was sufficient to increase appropriate responses to many of the potential hazards. Individualized task analyses, when needed, resulted in appropriate remediation of all potential hazards. Generalization to untrained potential hazards occurred to some degree for all participants. Follow-up results showed that most skills trained were maintained over a 1-month period.
O'Reilly
M F
MF
University of Illinois, Champaign-Urbana.
Green
G
G
Braunling-McMorrow
D
D
D000061:Accidents, Home / Q000517:prevention & control* / Q000523:psychology; D000293:Adolescent; D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D001925:Brain Damage, Chronic / Q000534:rehabilitation*; D001930:Brain Injuries / Q000523:psychology / Q000534:rehabilitation*; D005246:Feedback; D005260:Female; D005500:Follow-Up Studies; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D014956:Writing