Citation

Wright T, Wolery M. Res. Dev. Disabil. 2011; 32(5): 1455-1463.

Affiliation

Vanderbilt University, Peabody College 228, Nashville, TN 37203-5721, United States.

Copyright

(Copyright © 2011, Elsevier Publishing)

DOI

10.1016/j.ridd.2011.03.019

PMID

21501949

Abstract

Adequate street crossing skills reduce the risk of injury and increase the functional independence of individuals with disabilities. This paper reviews research involving instructional interventions for street crossings with individuals with disabilities. Eight studies were included. There was evidence individuals could be taught street crossings using classroom based interventions, roadside instruction, or virtual reality technology. Classroom based methods were successful when involving strategies which promoted generalization of skills. Task analysis found the steps involved in street crossing included: stopping at the curb, looking left and right, walking quickly, walking within the crosswalk, and continuing to look left and right. A variety of instructional strategies were used, but the small body of literature did not allow clear identification of superior strategies.

Language: en