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Individuals with intellectual disabilities (ID), a particularly vulnerable group during disasters such as earthquakes, need to learn earthquake safety skills to reduce potential loss of life and property. While typically developing individuals can generally learn many skills by observing others, students with ID can only learn many skills when supported by evidence-based, systematic instruction. Therefore, research is needed to determine the effectiveness of practices such as simulation-based learning environments for teaching earthquake safety skills to student with ID. The aim of this study is to investigate the effectiveness of simulation-based learning environments in teaching earthquake safety skills to students with ID. The study was conducted with three students with ID. A multiple probe design across participants, which is a single-subject research method, was used in this study. The study conducted on Istanbul, a city in Türkiye at high risk for seismic activity. The findings indicated that simulation-based instruction was effective in acquiring safety skills by students with ID. They also sustained these skills 2, 4, and 8 wk after the completion of the intervention sessions and were able to generalize them across settings and people. Given these results, the findings of this study have important implications for researchers and policymakers.
Akdemir et al. (Mon,) studied this question.