Özet:

Individuals with developmental disabilities are more at risk than their typically developing peers in recognizing dangerous situations and taking precautions during their daily lives due to their developmental differences. Home safety skills, which are considered within the scope of safety skills, are considered one of the most important skills that children with developmental disabilities need to learn to develop independence. This study aimed to investigate the effectiveness of the constant time delay procedure in teaching home safety skills to individuals with intellectual disabilities. The social validity of the study was assessed through social validity forms that examined the views of the teachers and mothers of the participating children with intellectual disabilities. The study was conducted with three students with intellectual disabilities aged 7-10 years in Aydın province. In the study, multiple probe design across participants, one of the single-subject research methods, was utilized. The research data were analyzed using a visual analysis approach. The findings of the study showed that the constant time delay procedure was effective in teaching home safety skills to individuals with intellectual disabilities. The study also revealed that the constant time delay procedure was effective in maintenance of the target behaviors two, three, and five weeks after the instruction and in generalization of the acquired skills to different environments, people, and tools. According to the social validity findings of the study, the teachers and mothers of the participating children with intellectual disabilities reported that the acquisition of home safety skills is important for the children and participation in this study will have a positive impact on their lives.

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