Push Hard and Fast: Teaching College Students with Intellectual Disability to Perform Hands-Only Cardiopulmonary Resuscitation
| Title: | Push Hard and Fast: Teaching College Students with Intellectual Disability to Perform Hands-Only Cardiopulmonary Resuscitation |
|---|---|
| Language: | English |
| Authors: | Kearney, Kelly B., Brady, Michael P., Dukes, Charles, Downey, Angelica |
| Source: | Education and Training in Autism and Developmental Disabilities. Dec 2019 54(4):328-342. |
| Availability: | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | First Aid, College Students, Students with Disabilities, Intellectual Disability, Safety Equipment, Intervention, Accuracy, Skill Development, Instructional Effectiveness, Adults, State Universities, Prompting, Error Correction, Human Body |
| ISSN: | 2154-1647 |
| Abstract: | Many adults with intellectual disability (ID) do not learn the skills needed to maintain safety of people within their communities. In a pair of studies, a total task presentation with a least-to-most error correction procedure was used to teach four college students with ID how to safely remove personal protective equipment (PPE) (gloves), and how to administer hands-only cardiopulmonary resuscitation (CPR). A multiple probe design was used to evaluate the effects of both studies. Results for the first study showed that students' accuracy with PPE removal increased after the intervention, and maintained after the intervention was removed. During the second study, student accuracy of hands-only CPR increased, and the CPR skills also generalized to a novel setting. Social validity data for both studies indicated that students believed they learned and were able to demonstrate the skills, however staff impressions were more variable. Implications and limitations are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://daddcec.org/Publications/ETADDJournal.aspx |
| Accession Number: | EJ1234583 |
| Database: | ERIC |
| ISSN: | 2154-1647 |
|---|---|
| Published in: | Education and Training in Autism and Developmental Disabilities |
| Language: | English |