Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
William Sweeney
Abstract
his study was designed to determine the effectiveness of using Behavior Skills Training with or without In-situ Training to teach responding to a simulated toxic substance in young adults with intellectual disabilities in a school setting. Simulated safety skills were measured using a task-analysis of independently identifying, avoiding, and reporting the simulated toxic substance to a qualified adult (i.e., teacher, caregiver, classroom support provider). The task analysis of the identification, avoidance, and reporting was an attempt to quantify independent self-help skills on the part of the participants. The measurement procedure was consistent with previous research conducted on similar safety skills instruction (Himle, 2004). The experimental design used a multiple baseline across participants’ experimental design. Multiple baseline experimental design across participants allows for data analysis of the effectiveness of teaching appropriate responding to a simulated toxic substance using Behavior Skills Training with or without In-situ Training. Results of the study demonstrated increase in appropriate responding to a simulated toxic substance following the onset of the implementation of the Behavior Skills Training procedure. The effectiveness of using Behavior Skills Training to teach responding to simulated toxic substances to individuals with an intellectual disability in a school setting was inconclusive. Even so, the implementation of the Behavior Skills Training intervention for several of the participants showed improvements. Minor adjustments were needed with one of the students due to on-going functional analysis to improve level of performance to a greater level than with Behavior Skills Training alone. A summary of the research results that correspond to the research questions are presented within the document as well as a discussion of the implications, limitations, and future research and practice recommendations for the use of Behavior Skills Training interventions for improving the functional safety skills of transition age adolescents identified with intellectual disabilities and autism spectrum disorders.
Subject Categories
Curriculum and Instruction
Keywords
Not Given
Number of Pages
181
Publisher
University of South Dakota
Recommended Citation
Freeman, Nicole, "TEACHING SAFETY SKILLS TO YOUNG ADULTS WITH INTELLECTUAL DISABILITIES IN A SCHOOL SETTING" (2026). Dissertations and Theses. 430.
https://red.library.usd.edu/diss-thesis/430