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TEACHING PRESCHOOL CHILDREN TO AVOID POISON HAZARDS
Author(s) -
Dancho Kelly A.,
Thompson Rachel H.,
Rhoades Melissa M.
Publication year - 2008
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.2008.41-267
Subject(s) - psychology , ingestion , multiple baseline design , injury prevention , poison control , occupational safety and health , human factors and ergonomics , suicide prevention , developmental psychology , medical emergency , medicine , intervention (counseling) , psychiatry , pathology
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.