@article{ref1,
title="Teaching safety at a summer camp: Evaluation of a fire safety curriculum in an urban community setting",
journal="Burns: journal of the International Society for Burn Injuries",
year="2014",
author="Chavez, Audrie A. and Duzinski, Sarah V. and Wheeler, Tareka C. and Lawson, Karla A.",
volume="40",
number="6",
pages="1172-1178",
abstract="OBJECTIVE: To evaluate the effectiveness of the Danger Rangers Fire Safety Curriculum in increasing the fire safety knowledge of low-income, minority children in an urban community setting. METHODS: Data was collected from child participants via teacher/researcher administered pre-, post-, and retention tests. A self-administered questionnaire was collected from parents pre- and post-intervention to assess fire/burn prevention practices. Paired t-tests were conducted to compare pre-, post-, and retention test mean scores by grade group. McNemar's test was used to determine if there was a change in parent-reported prevention practices following the intervention. RESULTS: The first/second grade group and the third grade group scored significantly higher on the post- and retention test as compared to the pre-test (p<0.0001 for all comparisons). There was no significant change in scores for the pre-k/k group after the intervention. There was a significant increase in 2 of 4 parent-reported fire/burn-related prevention practices after the intervention. CONCLUSION: Fire safety knowledge improved among first to third grade children, but not among pre-kinder and kindergarten children who participated in the intervention. This study also showed that a program targeted towards children and delivered in a classroom setting has the potential to influence familial prevention practices by proxy.<p /> <p>Language: en</p>",
language="en",
issn="0305-4179",
doi="10.1016/j.burns.2013.12.006",
url="http://dx.doi.org/10.1016/j.burns.2013.12.006"
}