Teaching Street-Crossing Skills and Basic Pedestrian Skills to Children With Autistic Tendencies and Intellectual Disabilities

Abstract

In the present study, two 9-year-old children with autistic tendencies and intellectual disabilities were given instruction on street-crossing skills and basic pedestrian skills, based on individual educational support programs. Before the instruction, the traffic environment between the children's school to the bus stop was surveyed. The children were then taught street-crossing skills and basic pedestrian skills, first in a study room and then in the actual traffic environment. In the study room, a scene was constructed that simulated the traffic environment, and the children were taught street-crossing skills and basic pedestrian skills. In the actual environment, effects of the instruction in the study room were evaluated, and further necessary training given. After receiving the combination of training in the simulated environment and teaching in the traffic environment, both children acquired street-crossing skills and basic pedestrian skills. It would be helpful if marks on sidewalks indicating where pedestrians should stop and traffic signal displays were standardized.