Eleven Behaviors that Can Reduce Risk

A Guide for Parents and Teachers

Authors of Autism Spectrum Disorders From A To Z

Barbara and Emily are available to present a workshop on this topic in your community

Behavior can be defined as a skill, something a person does, or can do. Mastering the Eleven Behaviors described here can contribute to success and independence. Lack of these skills may limit or put a person at risk by undermining other skills, interactions, or opportunities.

No matter what the age of the individual who has a disability, it is not too early or too late to address these skills. Parents and teachers are invited to attend a CLEAR session on this topic to learn proactive and practical approaches to teaching safe behavior and change risky or dangerous behavior.

Eliminate all dangerous behavior. This can include self-injurious, threatening, and harmful behaviors, such as lashing out at others or running into the street.

Eliminate potentially dangerous behavior. Recognize and change behaviors that do not seem harmful now, but could be if the person was larger, older, or independent in the community. Example: a child opening someone’s purse, "just to look".

Learn complete care of his or her own body to the maximum extent possible. This increases independence and minimizes risk of abuse.

Know who he or she can access, touch, continue to talk to, or follow. Teach about relationships and what is appropriate to do and say to various people. Teach who to avoid etc.

Know how to access, the property of others. This includes knowing the difference between “Mine” and “Not Mine,” and knowing how to ask to touch or use the property of others.

Be able to take “NO” for an answer. Having a different response for “yes” and “no,” and handling “no” when it is not the desired response.

Know to ask for help. Recognizing that you need help, knowing who to ask, when and how.

Identify and express internal states. Self-awareness and safe expression of feelings prevents frustration, undesired behaviors and conflict.

Learn empathy for the feelings of others. This helps the person respond appropriately to others, whether it is offering sympathy or avoiding danger.

Give negative feedback appropriately. Recognize when negative feelings are building up and use language that does not escalate a conflict.

Make Plan B: Repair Strategies. It is important to learn, teach, and practice alternative plans in order to avoid panic or a crisis when things do not go as expected.

Unlocking Autism and the National Autism Association offer the Autism Safety Toolkit.

Visit their website for more information.
Here is information they share with the public in their efforts to reduce risk:

Are You Prepared for a Autism Emergency?

To ensure safety and lower risk for a child or adult with autism, parents and care providers will need to become proactive and prepare an informational handout.

A leading cause for concern are children and adults who run away or wander from parents and care providers. Tragically, children and adults with autism are often attracted to water sources such as pools, ponds, and lakes. Drowning is a leading cause of death for a child or adult who has autism.

Wandering can occur anywhere at anytime. The first time is often the worst time. Another concern is preparation in the event that you become incapacitated or injured while caring for a person with autism at home or in the community.

An informational handout should be developed, copied and carried with you at all times--at home, in your car, purse or wallet. Also circulate this handout to family members, trusted neighbors, friends and co-workers. The handout will also come in handy if you are in an area other than your neighborhood and are approached by the police.

If wandering is a concern, contact law enforcement, fire and ambulance agencies. Ask your local 911 call center to "red flag" this information in their 911 computer data base. Dispatchers can alert patrol officers about your concerns before they arrive. When we provide law enforcement with key information before an incident occurs, we can expect better responses.

Alert your neighbors
The behaviors and characteristics of autism have the potential to attract attention from the public. Law enforcement professionals suggest that you reach out and get to know your neighbors.
          Decide what information to present to neighbors
          Does your child have a fear of cars and animals or is he drawn to them?
          Is your child a wanderer or runner?
          Does he respond to his name or would a stranger think he is deaf?
          Plan a brief visit to your neighbors
          Introduce your child or adult or provide a photograph
          If a neighbor spots your child outside of your yard, what is the best way for them to get your child back to you?
          Are there sensory issues your neighbors should know about?
          Give your neighbor a simple handout with your name, address, and phone number. Ask them to call you immediately if they see your son or daughter outside the home. This approach may be a good way to avoid problems down the road and will let your neighbors:
          Know the reason for unusual behaviors
          Know that you are approachable
          Have the opportunity to call you before they call 911

Knowing your neighbors can lead to better social interactions for your loved ones with autism.