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GENERALIZED EFFECTS OF A PEER‐DELIVERED FIRST AID PROGRAM FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES
Author(s) -
MarchandMartella Nancy E.,
Martella Ronald C.,
Agran Martin,
Salzberg Charles L.,
Young K. Richard,
Morgan Daniel
Publication year - 1992
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1992.25-841
Subject(s) - psychology , intellectual disability , peer evaluation , autism , developmental psychology , clinical psychology , psychiatry , higher education , political science , law
Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated‐injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.