Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 

 For many families raising a child with autism, one of the biggest fears is a child slipping away. That might mean walking out the front door, leaving the playground or disappearing into a crowd. This behavior, often called “wandering” or “elopement,” can happen in a matter of seconds. It’s more than stressful. In some cases, it can be life-threatening. 

Summer brings even more opportunities for this to happen. Routines shift, outings increase, and kids are often near water, one of the biggest safety hazards for children with autism. Understanding why wandering happens and how to prevent it can help families stay prepared and safe. 

What Is Wandering? 

Wandering happens when a child leaves a safe place without permission or supervision. This can include leaving home, school, a playground, or a caregiver in public. 

In children with autism spectrum disorder (ASD), it’s especially common. A 2012 study in Pediatrics found that nearly half of children with autism had tried to wander or run away at least once after age 4. Of those, 26% were missing long enough to cause concern. 

The reasons vary. Some children may seek out a place they enjoy, such as water. Others may run to escape overwhelming sounds, sights, or situations. But no matter the cause, the risk is high. 

Why Summer Brings Added Risk 

Wandering can happen any time of year, but summer adds new layers of risk. Families are more likely to be out of their routines, exploring new places, or visiting pools, lakes, and beaches. New environments can be exciting, disorienting, or overstimulating for kids with autism. 

Water presents the greatest danger. According to the National Autism Association, accidental drowning accounted for 71% of all deaths resulting from wandering in children with autism under age 15. 

And it can happen fast. The Centers for Disease Control and Prevention (CDC) reports that it takes as little as 20 seconds for a child to drown. 

Safety Strategies That Can Help 

Many families aren’t told about wandering risks when their child is first diagnosed. But there are proactive steps that can help reduce danger. 

Swim lessons are one of the most effective strategies. Some insurance plans may cover swim lessons for children with autism as part of behavioral treatment. Read more in Why Swimming and Water Play Benefit Kids with ASD

Families can also partner with a board certified behavior analyst (BCBA) to teach safety skills. BCBAs can support children in tolerating wearable tracking devices, reducing bolting behaviors, and recognizing safe adults or “community helpers.” 

Other tools include: 

  • Personal ID wristbands or GPS trackers 
  • Secure fencing or home alarms 
  • Creating emergency plans with neighbors 
  • Registering with local police or Smart911.com, which lets families share medical or behavioral information that pops up for 911 dispatchers 

Planning Ahead Brings Peace of Mind 

Not every child with autism wanders. But for those who do, preparation can save lives. 

Summer outings should be fun, not stressful. These 4 Steps to Swim Safety for Your Child with Autism offer practical tips families can use right away. 

For more information on wandering and autism safety planning, visit the National Autism Association’s Big Red Safety Toolkit. 

Understanding the Autistic and ADHD Nervous System

Dr. Megan Anna Neff, a neurodivergent psychologist (autistic & ADHD) and founder of Neurodivergent Insights, returns to discuss the complexities of the nervous system, particularly autism and ADHD. She helps us understand the difference between sympathetic and parasympathetic responses, the concept of flooding, and the various triggers that can lead to stress responses. Dr. Neff also offers helpful strategies for nervous system regulation and the concept of the ‘window of tolerance’ and how it affects emotional regulation. This discussion is fascinating and valuable for caregivers and anyone with a nervous system.

View the transcript, show notes, and previous episodes at: https://www.allautismtalk.com/episodes/understanding-the-autistic-and-adhd-nervous-system

All Autism Talk is sponsored by LEARN Behavioral.

5 Tips for Navigating Autism Treatment for Your Multilingual Child

Language development is a critical component of the day-to-day lives of young children. It is used within a variety of contexts, including playing with peers, building relationships, functionally communicating needs, etc. As such, there is a heavy emphasis on language and communication built into most applied behavior analysis (ABA) programs. Because such a heavy emphasis is placed on language, it is important that practitioners are mindful of the specific language or languages that are incorporated in the therapeutic setting. The Association for Science in Autism Treatment recommends supporting  bilingualism for children with autism by encouraging family-centered, culturally sensitive language choices.

By promoting the use of the family’s native language, children have an increased likelihood of communication opportunities with their immediate and extended families, friends, and community. In addition to having more opportunities to communicate, the quality of the interactions will be more meaningful as caregivers are more likely to effectively express their own emotions, hold their child’s attention, and more thoroughly discuss topics of interest when using their native language (Zhou, et al., 2019). There are also benefits to multilingualism outside of the familial unit. Research has shown that children who are raised in multilingual homes tend to demonstrate higher perspective talking skills than children who do not (Zhou, et al., 2019). Despite all of the benefi ts to speaking one’s native language, families often face a number of barriers, especially when seeking out autism-related services.

While we live in a culturally diverse country, English remains the dominant language in most regions of the U.S. When children turn on the TV, chances are the shows they watch are in English. When they go to school, they will receive a primarily English education and their peers will speak primarily English. Autistic individuals who receive behavior analytic treatment in the U.S. are likely receiving those services in English. Despite all of these barriers, there are ways for parents and caregivers to advocate for their bilingual children and family.

1. Look for providers who speak your native language

One of the first measures to take when selecting a service provider is to request clinicians who speak your native language. Bilingual service providers can be hard to find and it may take time, but let your provider know your preference so they can attempt to hire and/or pair you with appropriate staff members.

2. Request translation services.

In cases where there are no staff members available to provide services in your native language, consider asking for translation services. Even if you are proficient in English, it may be easier or feel more comfortable for you to communicate in your native language. Per the Behavior Analyst Certification Board’s (BACB) Ethics Code for Behavior Analysts, the clinician you are working with should make every effort to effectively communicate with you and provide you with the opportunity to ask questions and participate in the development and implementation of your child’s program.

3. Consider the assessment language.

If your child speaks a language other than English, it is important to discuss the benefits of your child being assessed in that language. Providers use assessment results as a tool to guide the clinical program and decision making. Having the results of the assessment in your child’s primary or dominant languages will give a more accurate picture of your child’s strengths and areas of need. The starting point of the program will be more representative of your child’s language abilities.


4. Ensure the program is visually representative of your child and your family.

Visual tools and stimuli are often used as prompts, supports, and/or reinforcement systems within many ABA programs. These visual supports may serve to outline a schedule for the day, visuals might accompany a short narrative or story describing a social scenario your child might encounter, or you might see visual images used as reminders or prompts of what steps come next in routine with multiple steps, such as hand washing.  These visual items should be representative of your child and your family. Discuss incorporating your native language and culture into these items in order to promote their use and acceptance by your child. If your child accepts the stimuli and is motivated to use them, effectiveness of their intended purpose will likely increase. 

5. Discuss your language and other cultural values with your team.

Per the Ethical Code for Behavior Analysts, your cultural norms, traditions, and expectations should be extended through all aspects of the ABA program. Social interactions, communication, play activities, and activities of daily living are areas that are addressed in many ABA programs and are going to be affected by language, culture, and traditions. Discussing the ways your language and culture impact your day-to-day routines and expectations will help the clinical team develop and implement a program that is best suited to your child and your family.  

Serving as the navigator and advocator of your child’s services is a huge role. Advocating for language will often be just as important as advocating for hours, goals, or other supports.  Use your team to provide support and to feel empowered to be the advocate your child and your family need.

Autism Diagnosis Without Bias: Eye Gaze Technology and Equity in Action

Dr. Hanna Rue and Jonathan Lehmann join us to discuss the importance of early diagnosis and the potential of a new tool aimed at addressing health disparities, particularly for families from diverse backgrounds. In this episode, we explore the application of the EarliPoint device, which uses eye gaze tracking technology to diagnose autism in children aged 16 to 30 months. Dr. Hanna Rue emphasizes, “We all know that access to diagnostics can be extremely challenging. Within the Boston area, some families are waiting three years. Research supports that the earlier you start with services, the better outcomes you have.”

View the transcript, show notes, and previous episodes at: https://www.allautismtalk.com/episodes/eye-gaze-technology-and-equity-in-action

All Autism Talk is sponsored by LEARN Behavioral.

From Struggle to Strength: A Father’s Journey with Autism

Harry Psaros shares his personal journey as a father navigating the challenges of raising a child with autism. He discusses his initial challenges in accepting his son Gus’s diagnosis and his path to being a dedicated advocate. Harry emphasizes the significance of building a social network for families and being of service: “If you are breathing air, you should be helping others.” He also shares his 2% rule, which promotes a clear focus for each day to support incremental improvement and reduce overwhelm.

To watch the interview or read the transcription, visit: https://www.allautismtalk.com/episodes/from-struggle-to-strength

All Autism Talk is sponsored by LEARN Behavioral.

The Importance of Fitness to Support Life Skills

Eric Chessen, founder of Autism Fitness, shares his journey to create effective fitness programs for neurodivergent individuals. He emphasizes the importance of understanding their unique needs and challenges as well as the role of fitness as a life skill. He states, “It’s not just for sports or body composition. A lot of our focus is to support activities in daily living.” Eric also discusses the need to raise the standard of practice in the fitness industry to better serve the autism community.

To watch the interview or read the transcription, visit: https://www.allautismtalk.com/episodes/the-importance-of-fitness-to-support-life-skills

All Autism Talk is sponsored by LEARN Behavioral.

Growing Up With Autism And Finding Belonging and Purpose

Andrew Moore serves as Directory Administrator for Autistic Minds, an educational charity and resource center in the UK joins us to share his story of finding meaningful employment, mentors, and friends as an autistic adult. For Andrew, connecting with the organization Autistic Minds opened a whole new world. As he shares, “I just needed guidance and support for the fundamentals.”

Show notes:

https://autisticminds.org.uk/

All autism talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

5 Tips for Selecting the Best Holiday Gifts for Kids with Autism

Buying the perfect gift for kids and other loved ones can be challenging, and this can also be true when buying gifts for kids with autism. To help make your gift-giving easier, here are a few helpful tips to keep in mind when purchasing gifts for autistic children.

Focus on what brings the person joy.

Research shows that incorporating interests and preferences into the learning and play environment of kids with autism can increase positive behaviors and aid in skill acquisition (1). With that said, we can capitalize on what someone already likes. For example, if a child likes dogs, shop for games, activities, or toys that are dog-related. If a child enjoys swimming, activities that involve water play may be a hit (e.g., water tables, sprinkler toys, water beads, grow capsules). Alternatively, if a child is sensitive to loud noises, a toy fire truck with a siren may not be appropriate. Ask friends and family of the person for whom you are buying the gift what that person generally likes and/or dislikes.

Focus on the person’s strengths and abilities.

Many toys come with age recommendations, and while these recommendations are helpful, they might not always lead you to the perfect gift. A good rule of thumb when purchasing a gift is to consider the age and the development of the person for whom you are buying a gift. For example, the game “Apples to Apples” would not be developmentally appropriate for a non-verbal teen, even if it is an age-appropriate game. When looking for the right gift, focus on the person’s strengths. For instance, if the non-verbal teen mentioned above is great at drawing, then a sketch pad or an adult coloring book could be a more appropriate gift. If you are unsure about the child or teen’s strengths, ask a friend or family member of the person for whom you are buying the gift about their specialty areas and abilities.

Note: Be sensitive to how family and friends of a child and teen with autism may feel when being asked questions about the skills of their loved one. When asking questions, always frame them from the perspective of accomplishment (e.g., what skills have they mastered) and not deficit (e.g., in what areas are they delayed) to be supportive and respectful of their growth and development.

Be mindful of behavior triggers and safety risks.

Some children with autism engage in behaviors that put them or their loved ones at risk of harm. For example, if a child engages in pica (e.g., eating nonfood items), gifts containing small objects may pose as a choking hazard. Another example is if a child engages in aggression towards others, gifts with violent content may not be appropriate, as additional exposure to violence may interfere with their goals. Alternatively, a sensory-seeking child may benefit from gifts that allow them to stim. For example, if a child rocks back and forth, a swing may be a great way to meet their sensory needs. Additionally, certain objects can elicit sensory sensitivities which can trigger behaviors in some children and teens with autism (e.g., loud noises, highly preferred items, phobias, etc.). Ask friends and family of the person you are buying the gift for if there are any behaviors that possess a safety risk that need to be considered before purchasing a gift.

Focus on toys that encourage interaction with others.

Social deficits are a defining characteristic of autism. When gift-giving, try to purchase gifts that encourage social interaction. While almost any toy or game can be turned into a group play, certain activities may be more conducive to social interactions than others. For example, instead of buying a computer game, consider purchasing “Bop It,” which is an electronic interactive game that can be played among a group of friends or family.

Focus on finding new things they will love.

Children and teens with autism sometimes have restricted or limited interests (e.g., only talking about trucks or only playing with dinosaurs). To help build upon their current interests to introduce them to a wider range of activities, try finding new activities similar to their current interests. For example, if a child’s favorite activity is playing with “Play-Doh,” kinetic sand or slime may be an appropriate gift to help expand their interest due to its similarity in form of play. Ultimately, gifts that will provide new experiences may act as potential new reinforcers (e.g., stimuli that increase behaviors) and could significantly enrich the child or teen’s learning environment.

Resources

Increasing Task Engagement Using Preference or Choice-Making
Some Behavioral and Methodological Factors Affecting Their Efficacy as Classroom Interventions

For more holiday tips, check out Reducing Holiday Stress for Families of Children with Autism and Preparing for Holiday Meals.

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Sensory Overload at School

Sensory overload happens when the brain receives more sensory input than it can process. For children on the autism spectrum, this sensory overload often stems from perceptual or biological experiences, but can also be triggered by changes to their routine or learning environment.

Explore what contributes to sensory issues, how this might manifest in your child, and ways to support children in developing coping strategies or supporting their preferences. Subscribe to stay in the loop about helpful tips for your child with sensory sensitivities!

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