Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's personal space) and replicated across three participants was used to evaluate the effectiveness of the intervention and participants' abilities to generalize the skills to in vivo community settings and across novel stimuli. Results indicate that the three participants learned and generalized their ability to verbally respond to perpetrators' requests for money and personal information, but did not generalize their ability to physically respond to perpetrators entering their personal space.