Training parents and caregivers to keep children with autism spectrum disorder safe
Writer: Kendra Thompson
translation: a. Lujain Bin Jadid
Preventable injuries and accidents are the leading cause of some of the deaths for Canadians under the age of 45. Children diagnosed with autism spectrum disorder are two to three times more likely than other typically developing children to suffer from preventable injuries and accidents.
Children diagnosed with autism spectrum disorder are at greater risk for poisoning, suffocation, and escape, which can lead to death by drowning or car accidents.
Children with autism spectrum disorder often need systematic training to learn safety skills and need clear instructions to increase the likelihood of using these skills effectively in different environments, situations, and with different people.
Teaching safety skills to children diagnosed with autism spectrum disorder at an early age is important to prevent injuries and accidents. Preliminary research also suggests that caregivers may be unprepared to teach children with ASD safety skills due to a lack of knowledge or experience about how to train children with ASD safety skills.
A model for teaching children diagnosed with autism spectrum disorder safety skills
The Behavioral Skills Training (BTS) model is a widely recognized and effective training curriculum in the field of applied behavior analysis.
The behavioral skills training model is one of the most popular programs designed to teach and acquire a variety of new skills to children with autism spectrum disorder and other developmental disorders. And generalize these skills in different environments and situations.
Skill acquisition in the behavioral skills training model can include:
Safety skills. like, Teaching a child with autism spectrum disorder how to ask for help, What to do when a firearm is found, And also know what to do in cases of theft.
Research indicates that the behavioral skills training model not only trains a child with autism spectrum disorder to understand the skill, but also trains the child to perform it accurately.
The behavioral skills training model includes:
- Instructions
- Modeling
- Practice
- Feedback
The first step in instruction involves the trainer providing information verbally or in writing about how to complete the skill, In addition to providing information in a clear and concise manner to the trainee.
The second step in modeling involves the trainer demonstrating the correct and accurate implementation of the skill to the learner. Modeling is given to the learner by observing and imitating the desired behavior.
The third practice involves the trainer providing the learner with the opportunity to practice the skill.
The fourth step in feedback includes providing descriptive praise if the learner completes the skill accurately and proficiently. While corrective feedback is provided if the learner does not complete the required skill correctly.
note: The trainer must repeat the practice and feedback steps until the learner is able to perform the skill required of him with perfection.
Clarity of instructions
The first step is that the instructions must be clear and concise. When teaching safety skills, the trainer must choose the target behavior. Example, What should you do when you get lost?
The next step includes determining the guidelines that should be used when implementing behavioral skills training.
Therefore, the skill must be divided into three steps. For example, When we give instructions to children with autism spectrum disorder about what to do if they get lost in public places or what to do if they lose a caregiver. To carry out these instructions requires several steps, including:
1- Call the caregiver
2- Find an employee in the place
3- Tell the employee that they are missing
Once you have determined the basic instructions, Make sure the child with autism spectrum disorder gets important materials. like, The child with autism spectrum disorder must carry a card with his name and phone number on it. Also make sure that the environment is appropriate and free of distractions that could hinder the child during the steps.
Parents and caregivers can apply some of the following steps when teaching a variety of safety skills to children with autism spectrum disorder. Example:
1 – When you go to the food store, you can separate from the child with autism spectrum disorder by teaching him that this will be scary for him, but if this happens, I want you to do three things:
1- Yelling loudly to look for me or my caregivers
2-If there is no response, look for the employee in the store
3-Tell the employee that you are lost in the place
Parents and caregivers should model the skill by getting the child with ASD’s attention and then demonstrating all three steps in an imaginary scenario while providing feedback to the child about the situation. Example, Let us imagine, Ahmed, that we are in the food store, and then you lose me. What will you do? The three steps will definitely do.
Suppose your child calls you in a low voice, you can say: “I liked the way you called me, but remember to make your voice loud and audible to everyone.” Parents must continue training and feedback until they are sure that the child is able to perform the skill.
Training in the natural environment
It is important to practice training in the natural environment and practice the skill in the environment required for the target behavior such as, public places.
Example, Can a child perform the skill if placed alone in a food store?
Among the precautionary measures for the safety of the child, A child with autism spectrum disorder must be monitored, but from afar, and monitor whether the child is engaging in the appropriate steps or not.
Parents and caregivers should provide ongoing feedback until everyone is confident in carrying out the task.
When caregivers practice teaching basic safety skills using the steps of the behavioral skills training model, This may help keep children with autism spectrum disorder safe if dangerous situations arise.
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