Stranger danger education is vital for all children, but teaching children with autism spectrum disorder (ASD) about it can pose unique challenges. ASD affects children’s communication and social interaction skills (American Psychiatric Association, 2013), making it difficult for them to initiate, maintain, and respond to social interactions (Abadir et al., 2021). Moreover, their restricted, repetitive behaviour may interfere with socialisation and their awareness of surroundings, hindering their ability to react appropriately to strangers (Abadir et al., 2021). Collectively, these deficits can cause children with autism to struggle to differentiate between safe and unsafe situations (Abadir et al., 2021).
10 Strategies for Teaching Stranger Danger to Children with Autism
(1) Help children to understand who strangers are and why they should exercise caution around them through personalised, age-appropriate social stories depicting various possible encounters with strangers, such as coming across unfamiliar individuals in public places or receiving unexpected visitors at home.
(2) As most children with autism are visual learners, use visual aids such as story books and picture cards to illustrate safety rules and scenarios (Gray, 2010), and teach them to differentiate between strangers and community helpers such as the policeman so that they know where to seek help if they happen to be alone. If your child is unable to follow visual charts, you can closely monitor them and ensure that he or she is always in sight.
(3) Use video modelling: present a video recording of a model responding correctly in a situation of meeting a stranger and facing potential abduction, such as lures from strangers – the use of video may promote attending and capitalise on imitation skills of children with autism (Abadir et al., 2021).
(4) Role-playing: Act out various possible stranger encounters to provide concrete examples of appropriate responses to strangers for children with autism to learn and practice appropriate responses in a controlled environment. Through repetition and reinforcement, children can develop the skills necessary to recognize potential risks and assertively communicate their boundaries.
(5) Teach children with autism to identify and assert their personal boundaries by encouraging them to recognize situations where it is appropriate to interact with strangers versus when to seek assistance from a trusted adult to help them distinguish between safe and unsafe interactions, and empower them to advocate for themselves in real-life scenarios. If children are verbal, teach them to say “no” to strangers when they get uncomfortable.
(6) Teach children with autism specific social skills, such as recognising facial expressions and body language cues, to help them discern the intentions of unfamiliar people, and navigate social interactions with strangers more effectively (Bellini & Akullian, 2007).
(7) Incorporate children’s interests into educational materials and activities when learning about stranger danger to better engage them and increase their motivation. For example, if a child is fascinated by animals, include scenarios involving encounters with unfamiliar pets in the neighbourhood or other animals, and highlight the importance of approaching them cautiously.
(8) Expose children with autism to real-world settings where they may encounter strangers to enable them to apply learned safety skills in context. For example, supervised visits to places such as parks or libraries provide them with opportunities for practical application and reinforcement of stranger danger concepts.
(9) Expose children to stranger danger concepts gradually, starting with simple scenarios and progressively increasing the complexity. Repeat safety messages across different settings to ensure consistency and enhance children’s understanding and retention.
(10) Reinforce children’s positive behaviours when learning about stranger danger. Positive reinforcement, such as praise and rewards, is crucial in promoting desired responses and increasing children's confidence in applying safety strategies. Consistently praise and reward children when they demonstrate awareness of stranger danger and effectively implement safety measures. This solidifies learning and encourages continued vigilance in navigating social situations.
In conclusion, teaching children with autism about stranger danger requires thoughtful planning, patience, creativity, and individualised approaches that recognise their unique needs and learning styles. By employing the above mentioned strategies and with proper guidance and support, children with autism can develop the knowledge and skills necessary to navigate social situations with strangers while staying safe in this ever-changing world.
Written by: Liu Yanjiao
References
Abadir, C. M., DeBar, R. M., Vladescu, J. C., Reeve, S. A., & Kupferman, D. M. (2021). Effects of video modeling on abduction‐prevention skills by individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(3), 1139–1156. https://doi.org/10.1002/jaba.822
Association, A. P. (2013). Diagnostic and Statistical Manual of Mental Disorders. https://doi.org/10.1176/appi.books.9780890425596
Bellini, S., & Akullian, J. (2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders. Exceptional Children, 73(3), 264–287. https://doi.org/10.1177/001440290707300301
Gray, C. (2010). The new social Story book. Future Horizons.
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