Assessing the Duration of First-Aid Treatments by Elementary-Aged Students with Disabilities

Abstract

Nine elementary-aged students with intellectual, learning or behavioral disabilities received first-aid training in the treatment of three types of injures. Students listened to a task-analyzed story read by the teacher then practiced taking care of the “injured” puppets who were characters in the story. Following training, posttest generalization probe assessments were conducted to measure the extent to which these students could treat self-injuries and those of another person. Duration timings across injuries were obtained during training and the generalization probe assessments. Results indicate that the majority of these non students could treat puppet “injuries” within the ranges established by students without disabilities in a previous investigation. Additionally, most students could treat novel injuries on themselves and another person within the established duration ranges during the generalization probe assessments. Implications of these results are discussed and future research issues noted.