Community-Based Instruction to Teach Safety Skills: Calling for Help When Lost

Motorola

1. Open bottom flap of phone
2. Lift antenna
3. Press top right button to turn on phone
4. Hold button until the phone beeps and vibrates
5. Dial the number printed on the index card
6. Check the number for correct input
7. Press the “yes” button
8. Put receiver to ear and listen for someone to answer the phone
9. Once someone answers the phone say, “This is (student’s name). I am lost.”
10. Listen for directions
11. Verbally describe surroundings
12. Stay put
13. Keep phone turned “on”
14. To end call, close the bottom flap of the phone

Nokia

1. Press top right button to turn on the phone
2. Hold button until the phone beeps and vibrates
3. Dial the number printed on the index card
4. Check the number for correct input
5. Press the green button to send
6. Put receiver to ear and listen for someone to answer the phone
7. Once someone answers the phone say, “This is (student’s name). I am “lost”
8. Listen for directions
9. Verbally describe surroundings
10. Stay put
11. Keep phone turned “on”
12. To end call, press red button

Pretest:

1. Data should be collected in the classroom by the instructor.
2. Present the student with an index card that has a printed phone
3. Direct the student to pretend he or she is lost and to call for
4. Regardless of accuracy on the task, provide the student with verbal praise for working hard.

Use the following levels of prompts, moving from least to most intrusive as needed:

1. Independent
2. Verbal
3. Verbal and gesture
4. Verbal and model
5. Verbal and guidance

Phase I: Classroom Instruction

1. Activities during Phase I take place in the school building with the instructor.
2. A total task presentation should be used to teach the steps of the task
3. Direct the student to pretend he or she is lost.
4. Review the definition of what it means to be lost (not being able to see the teacher in the immediate area). Model being
5. Give the student a cell phone and tell them they can hold it or put it in their pocket.
6. Prompt the students to remain in their current location, visually scan the area for the teacher, and when they cannot see the instructor, use their cell phone for
7. Prompt students through operating the phone to call the phone number on the flashcard.
8. The student should use the phone to call the number, verbally indicate he or she is lost, describe his or her surroundings and landmarks, answer questions, and leave the cell phone on in case the instructor needs to call them for further
9. Students should remain near the instructor during this phase.
10. Record each level of prompting that was required for the student to complete each step.

Note: For steps requiring the student to listen and keep the phone on, only the first four prompts of the five-level system should be used.

• Criterion for moving to Phase II: Independent completion of 80% of the steps for three consecutive sessions.
• Provide the student with verbal praise following each

Phase II: Community Generalization

1. A second staff member should be present during this phase to assist the student if they become frightened or need assistance.
2. Role play with the student being lost in the
3. The instructor should remove themselves out of view of the student but remain in a spot where the student can still be observed.
4. Students should follow the same steps as during classroom
5. If the student does not initiate a phone call within five minutes, the instructors should approach the student and review the steps of the task
6. If the student attempts to leave the setting, he or she should be approached by the second staff member and asked if they need assistance.
7. Data should be collected on the number of steps in the task analysis that were completed independently and

Phase III: Community Generalization to the Teacher This is the first phase where the teacher should be present.

1. The instructor should always remain out of the student’s view unless the student does not initiate a phone call within five
2. As in phase II, students should be shadowed by a second staff member in case of
3. The same sites used during Phase II should be used for Phase III.
4. Prior to entering the site, the teacher should provide the student with a cell phone and phone number, and remind the student that he or she could use it if they become
5. The student should select how to carry the phone: in the pocket or in the hand.
6. The teacher should not deliberately separate him or herself from the student each session to ensure the student does not automatically expect to get “lost”.
7. During sessions where the student gets “lost,” the teacher should find natural times to remove him or herself (e.g. while the student is distracted looking at videos in the electronics department)
8. If the student does not call within five minutes, the instructor should approach the student, ask if he or she is lost, and prompt the student to call the teacher.
9. If the phone call is made within five minutes, the number of steps completed should be recorded.
10. After the student provides enough information over the phone, the teacher should return to the student, verbally praise the student, and continue on with community- based instruction.

Student performance data should be collected using the task analysis. Student should move from the instructional phase (Phase I) to generalization phases (Phases II and III) once they have accurately completed 80% or more of the steps on the task analysis for three consecutive sessions.