TEACHING SELF-PROTECTION TO CHILDREN USING TELEVISION TECHNIQUES

This study compared the effectiveness of a videotape training program with other methods of teaching children self-protection to prevent child abduction. Subjects were kindergarten and first-grade students. Four experimental conditions were presented: videotape with behavior rehearsal, videotape only, a standard safety program, and no training. Acquisition of self-protective behaviors was measured at posttraining and follow-up by having confederate adults entice the children near their schools and homes. Results revealed that the videotape program with behavior rehearsal was highly effective in teaching children safe responses to potential abductors. The standard safety program was effective with fewer than half of the children. Three fourths of the children who received no training immediately agreed to go with the confederate suspects. The videotape program can be easily used with groups of young children in a classroom setting.     

Teaching self-protection to young children

Self-protective behaviors were taught to three preschool children in order to prevent the opportunity for abduction. An analogue measure of self-protection was developed in which confederate adults approached and verbally attempted to lure each child from the setting, before, during, and after training. A multiple baseline design across subjects was used. During baseline, all the children displayed susceptibility to the lures. Training procedures included modeling, behavior rehearsal, and social reinforcement. Within 1 week after training began, all children displayed appropriate responses to all of the lures both in the training setting and in the community.     

THE DEVELOPMENT OF CORRECT TOOTHBRUSHING TECHNIQUE IN PRESCHOOL CHILDREN

This study examined the effects of an intensive training program on the toothbrushing skills of three preschool children, using both performance measures and outcome (plaque level) indicators. Toothbrushing was broken into 16 steps that involved actual manipulation of the brush in the mouth. Correct brushing included four criteria: (a) appropriate angle of bristles, (b) appropriate motion of brush, (c) appropriate tooth surface, and (d) minimum duration of brushing. Training included instructions, a three-phase modeling procedure, physical guidance, and reinforcement. Results of a multiple baseline design across subjects showed that the children completed an average of 8.6% of the steps prior to training, as compared with an average of 95.8% of the steps following training. Plaque levels decreased from an average of 58% during baseline to 24.6% after training. Follow-up measures revealed that 86.6% of the steps were maintained. The study demonstrated that the effectiveness of the procedures in teaching very young children a complex motor skill that is essential to their future health.     

Multiple incentives in encouraging car pool formation on a university campus

The effects of a combined token economy and reserved parking program were evaluated as a means of increasing car pooling among students on a university campus. Following a baseline period, students in two experimental parking lots were notified of the availability of reserved parking and coupons redeemable for 25 cents in merchandise for each occupant of automobiles containing two or more people. Two control lots also were monitored for a comparison of treatment effects. Results indicated variable increases in car pooling in the two experimental lots and no increase in the control lots. Removal of the 25-cent coupons from one treatment lot (reserved parking only) did not adversely affect rates of car pooling. An analysis of individual automobile occupancy rates among car poolers indicated distinct patterns of car pooling and underscored the importance of individual subject data analysis in the present situation. A cost-benefit analysis indicated that even moderately effective car pool programs can be cost-effective on both a public and personal level.