Date

Spring 2016

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Crossing the street safely has been identified as an area of need for students with special needs. This study used a task analysis of steps required to safely cross the street and included three middle school students with a variety of disabilities. A multiple baseline design across participants was used to determine the progress students made in the behaviors required to cross a street. The results of this study indicated that all three participants improved their streetcrossing skills immediately after the first intervention session. These results indicate that special education students can learn the steps required to cross the street and these skills can help keep students safe. Additionally, knowing how to safely cross the street can help increase the students’ opportunities to access community activities and ultimately employment.

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