Many adults with intellectual disability (ID) do not learn the skills needed to maintain safety of people within their communities. In a pair of studies, a total task presentation with a least-to-most error correction procedure was used to teach four college students with ID how to safely remove personal protective equipment (PPE) (gloves), and how to administer hands-only cardiopulmonary resuscitation (CPR). A multiple probe design was used to evaluate the effects of both studies. Results for the first study showed that students' accuracy with PPE removal increased after the intervention, and maintained after the intervention was removed. During the second study, student accuracy of hands-only CPR increased, and the CPR skills also generalized to a novel setting. Social validity data for both studies indicated that students believed they learned and were able to demonstrate the skills, however staff impressions were more variable. Implications and limitations are discussed.
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