Teaching supported employees to prevent work injuries

Abstract

The effects of a problem-solving strategy to teach five supported employees with mild to severe mental retardation safe work behaviors were evaluated. Within two multiple baseline designs across subjects and behaviors, participants were taught to identify unsafe work conditions, then respond to them appropriately. These findings suggest that all participants made dramatic improvements in their performance of safe work behaviors, and these changes maintained for up to 4 weeks after the training had ended. Results are discussed in light of the implications and safety-skills training.