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Teaching preschool children to avoid poison hazards
Kelly A Dancho1, Rachel H Thompson, Melissa M Rhoades
1University of Kansas, Kansas, USA.
Journal of Applied Behavior Analysis
|July 4, 2008
Summary
Preschool children learned to avoid hazardous substances using real-time feedback and interruption, not just safety training. This intervention effectively reduced dangerous explorations and was maintained in new environments.
Area of Science:
- Child Psychology
- Behavioral Science
- Safety Education
Background:
- Preschool children are at risk of ingesting hazardous substances.
- Traditional safety training may not be sufficient to prevent accidental ingestion.
Purpose of the Study:
- To evaluate the effectiveness of in situ feedback and response interruption in teaching preschool children to avoid hazardous substances.
- To compare this intervention with group safety training.
Main Methods:
- A study involving preschool children assessed their interaction with ambiguous substances.
- Interventions included group safety training, and in situ feedback with response interruption.
- Effectiveness was measured by observing children's responses to ambiguous containers in various settings.
Main Results:
- Group safety training alone did not prevent children from ingesting hazardous substances.
- In situ feedback and response interruption significantly decreased the opening of ambiguous containers.
- This behavioral change was maintained in novel settings and with unfamiliar experimenters.
Conclusions:
- In situ feedback and response interruption are effective strategies for teaching young children to avoid hazardous substances.
- Behavioral interventions are more effective than didactic training for this age group.
- Further research can explore long-term maintenance and broader applications of these safety interventions.
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