|Applications of Public Health: Teaching Infant and Child Safety to Caregivers and Community Members
|Sunday, May 29, 2022
|3:00 PM–3:50 PM
|Meeting Level 1; Room 156B
|Area: CSS/EDC; Domain: Applied Research
|Chair: Lauren K. Schnell (Hunter College)
|CE Instructor: Lauren K. Schnell, Ph.D.
|Abstract: Infant and child hazards, due to unsafe environmental arrangements, are a leading cause of death in children in the United States. Hazards such as, unsafe sleep environments and accessible dangerous items can result in unintentional injuries and accidental death. Behavioral interventions, such as, behavior skills training, is a way to teach parents and community members how to keep their children safe by arranging the environment in a way that potentially decreases the likelihood of tragic outcomes. This symposium will evaluate training methods to teach parents, caregivers, and community members how to arrange safe sleep environments for infants and to identify safety hazards for young children.
|Instruction Level: Intermediate
|Target Audience: Audience members should be familiar with the behavioral skills training literature.
|Learning Objectives: At the conclusion of the presentation, participants will be able to:
1. Use behavioral skills training to teach caregivers and community members safe child care practices
2. Extend the research on safe infant sleep across participants
3. Be familiar with the Project 12-Ways/Safe Care Home Accident Prevention Inventory Revised Protocol and the ays in which it can be used
|Teaching Substitute Caregivers to Identify Safety Hazards for Young Children
|CARLOS ABARCA (University of South Florida), Rocky Haynes (Sageway Behavioral Health), Kayla Rogover (Sageway Behavioral Health), Asha Fuller (University of South Florida), Kimberly Crosland (University of South Florida)
|Abstract: The leading cause of death for children across the world is unintentional injuries (UNICEF 2001). Hazards such as accessible pools, poisons, and small ingestible items are the leading causes of unintentional injuries. Behavioral interventions such as Project 12-Ways/Safe Care have been used to teach parents how to be proactive in structuring a home free of accessible hazards by teaching the parents to identify and remove hazards in their home. Though the Project 12-Ways/Safe Care model has over 30 years of literature supporting its efficacy, the model has not been tested with substitute caregivers who often play a critical role in keeping children safe. Therefore, this study evaluated the degree to which substitute caregivers could identify and remove hazards after being trained on the Project 12-Ways/Safe Care Home Accident Prevention Inventory Revised Protocol. Results suggest participants required both Behavioral Skills Training and in-vivo feedback to learn to discriminate between hazardous and non-hazardous items. Limitations and future research will be discussed.
|Safe to Sleep: Community-Based Caregiver Training
|JESSICA DAY-WATKINS (Drexel University), Jason C. Vladescu (Caldwell University), Lauren K. Schnell (Hunter College), Jacqueline Mery (Caldwell University )
|Abstract: Annually, thousands of infant deaths are classified as sudden unexpected infant deaths (SUIDs). In an effort to reduce the risk of SUIDs, the American Academy of Pediatrics has made a number of recommendations to educate caregivers, childcare providers, and healthcare professionals on safe infant sleep practices. The purpose of the current study was to extend the literature on safe infant sleep practices by teaching caregivers to arrange safe infant sleep environments using a mannequin and common infant items. We partnered with community-based agencies to evaluate the effectiveness of behavioral skills training delivered in a single-training session as part of the ongoing pre- or post- natal care these agencies provided. Following training, all participants demonstrated a substantial change in responding and returned favorable social validity ratings. We discuss these outcomes in light of previous studies, limitations, and future directions.
|Training Medical Students to Teach Safe Infant Sleep Environments Using Pyramidal Behavioral Skills Training
|JACQUELINE MERY (Caldwell University ), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), Kenneth F. Reeve (Caldwell University), Jessica Day-Watkins (Drexel University), Lauren K. Schnell (Hunter College)
|Abstract: Medical personnel play a critical role in caregiver safe infant sleep education; however, training outcomes in the safe infant sleep training literature have been mixed. Promising approaches that warrant further investigation are the use of behavioral skills training and pyramidal training. The current study consisted of two experiments. Experiment 1 extended Carrow et al. (2020) and Vladescu et al. (2020) by teaching medical students safe infant sleep practices using behavioral skills
training. Differential responding was examined across trained and untrained environmental arrangements using a multiple baseline design. All participants arranged safe sleep environments following behavioral skills training in posttraining. In Experiment 2, using pyramidal BST, medical students were trained to teach others safe sleep practices. Results indicated high procedural integrity scores following training and generalization of skills.