title: Teaching preschool children to avoid poison hazards.
abstract: We evaluated the effectiveness of group safety training and in situ feedback and response interruption to teach preschool children to avoid consuming potentially hazardous substances. Three children ingested ambiguous substances during a baited baseline assessment condition and continued to ingest these substances following group safety training. In situ feedback and response interruption resulted in a decrease in opening ambiguous containers; this decrease was maintained when ambiguous novel containers were presented and when assessments occurred in a novel setting and with a novel experimenter. For 2 children, these gains were also maintained during a brief follow-up period. Twelve children did not ingest ambiguous substances prior to training, and group safety training did not evoke inappropriate ingestion.
authors.affiliation: University of Kansas, Kansas, USA.
authors.forename: Kelly A
authors.initials: KA
authors.lastname: Dancho
authors.forename: Rachel H
authors.initials: RH
authors.lastname: Thompson
authors.forename: Melissa M
authors.initials: MM
authors.lastname: Rhoades
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D005246:Feedback; D005260:Female; D005793:Generalization, Psychological; D015386:Hazardous Substances / Q000506:poisoning*; D006801:Humans; D008297:Male; D011041:Poisoning / Q000517:prevention & control*; D012449:Safety
chemical_list: D015386:Hazardous Substances