| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What additional targets might be considered related to this general area of safety for this individual? |
|---|---|---|
Reduces vulnerability and possibility of getting lost. It increases independence and personal success in the community. | Using a task analysis with forward chaining and prompt hierarchy as appropriate. Use video modeling. Use structured setting to start and then transition to in-vivo setting. | Teach how to use transportation and map-related apps. Assess and teach the social skills needed in order to engage in appropriate communication with the driver. Assess and teach money skills, so that payment can be made. |
He won’t need to wait for a ride in the dark | Task analysis, using cell phone to either call a cab or use ride sharing apps | Not sure |
Concerned whether he is able to use electronics independently | Provide video modeling on how to use a phone and track taxis | Time management on when to call a taxi |
Using taxi services directly impacts Gene’s safety and independence. Without reliable transportation, Gene risks missing work, losing his job, and becoming more isolated. Relying on others for rides—especially if those arrangements are inconsistent—can also leave him vulnerable or put him in risky situations. Learning how to safely access and use taxi services ensures that Gene can travel independently, maintain his employment, and reduce reliance on others. However, this new mode of transportation comes with its own risks, such as getting into the wrong vehicle or interacting with unfamiliar drivers, so it’s critical that Gene learns the necessary safety skills. | A good starting point would be a task analysis of the entire process—from scheduling a ride to arriving safely at his destination. The behavior analyst could use modeling, role-playing, and real-world practice to teach Gene each step. For example, Gene could learn how to use a taxi app or call a service, wait at a safe location, verify the driver’s identity (like checking the car make, license plate, or asking the driver’s name), and enter the car appropriately. If payment is involved, he could be taught how to handle cash or use a card. Visual supports, such as a checklist or cue cards, could be helpful in the early stages. As Gene becomes more confident, prompts can be faded and reinforcement given for successful steps. | In addition to learning how to use the taxi service itself, Gene could benefit from instruction on handling unexpected situations—such as if the ride is late, canceled, or if he feels unsafe with the driver. Teaching him how to cancel or reschedule a ride, identify unsafe vehicles, use GPS tracking, and contact someone for help in an emergency are all useful skills. It may also be important to address social behaviors during the ride, like how to communicate respectfully with the driver and how to handle small talk or silence. Lastly, training Gene on how to report issues with a ride or unsafe situations is key to ensuring he can advocate for himself if needed. |
Making sure the client knows how to get around effectively so they are less likely to get lost or be taken advantage of by strangers. | Forward chaining with error correction procedure. Eventually fading the interventionist once client has met mastery criteria. | "Lost response". Responding to different types of emergencies they may encounter in the community. |
road safety, public safety | task chaining, multiple trials, fading | crosswalks, talking to strangers, gettign directions, |
A client would need to know how to solicit a taxi, verify that the taxi is the one he called and be able to communicate his destination to arrive safely. He may need an app. | Video modeling or task analysis | Time management |
If somehow the taxi goes to the wrong address it could be trouble for Gene. Gene is alone with another person who could take advantage of them. | Teach Gene what to look for when going there so he knows the correct way. If the driver makes a mistake Gene can tell him. | Use a phone. (1) Call work if you are late. (2) Call for help if you are lost. Let taxi driver know concerns. |
One must have safety awareness if using taxis. It is important that Gene has a safe way to and from work. | in vivo practice, TAs | using money or other payment methods. Knowing how to use google maps. |
Allows for participant to receive medical services, get to doctor appointments | Task Analysis | When and how to call Emergency services. How to provide directions |
The ability to safely navigate the community | Video modeling; in vivo practice session; location tracking via phone and/or air tag | How to make payments and tip |
Learning how to navigate a transportation system (taxi) will help in safely commuting to work without relying on availability of others. | Total task chaining to learn how to use taxi services with fading prompts and support. | Identify lost vs. not lost and what to do in those situations. |
Gene's reliance on an unreliable ride arrangement can jeopardize his safety in several ways. Missing work frequently might indicate that he has an inconsistent way of getting to his job, which could lead to tardiness, leaving him vulnerable to potential safety hazards during unscheduled travel. If he does not have a reliable transportation method, he may be left in unpredictable or unsafe situations while waiting for a ride, or if the ride doesn't show up. Additionally, if taxi services are introduced, the safety of using them (e.g., ensuring that he gets into the correct vehicle, paying for the service, and knowing how to handle any issues that arise) will need to be considered. | An effective intervention could involve teaching Gene a series of safety and independence skills to prepare him for using taxis reliably. Steps might include: Teaching Transportation Skills: Teach Gene how to call and arrange for a taxi, ensuring that he has the necessary information and tools to do so (e.g., a phone, taxi service numbers). | Emergency Procedures: Teach Gene what to do in case of an emergency, whether it's related to the taxi service, a problem during the ride, or a situation that leaves him stranded. This could involve teaching him how to call for help or communicate effectively with others if needed. |
Allows independence while decreasing vulnerability with public transportation. Taxi/uber decreases the change of getting lost. | Simulation at the clinic prior to going out. TA with forward chaining | Use of the phone to manage reservation/payment |
safer drivers | vidio modeling | cooking cleaning |
Using taxis safely involves navigating the community independently, which carries several safety considerations: | Task Analysis | Awareness of Surroundings |
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Allows for more independence and ability to provide for themselves with a job. | Similar to bus training in that you allow them to complete the steps with a prompt if needed and fade involvement | teach appropriate conversations and engagement while in a taxi, how to call for a taxi |
Prevent him from getting lost | teaching him to use his phone to arrange for a cab at the final bus stop | teaching traffic and pedestrian safety skills |
Forward chaining | ||
ensuring the client is. aware of where they are going and not getting on the wrong bus | Chaining | Discriminating between the right bus in comparison to the wrong bus, location, where are you going? |
the client will be able to use public transportation to get to work and not rely on others for a ride. | task analysis | characteristics of safe/unsafe places/people |
skills related to vulnerabilities and autonomy, getting lost | modelling, task analysis | what to do if lost |
Needs to learn to be safe in community around strangers such as taxi drivers | Task analysis | Riding the bus, paying for taxi |
who he should get in a car with vs who he shouldn't | video modeling | who he should and shouldn't talk to in the community |
| How does this behavior relate to client safety? | What might be an effective approach to intervention? | What additional targets might be considered related to this general area of safety for this individual? |
