1. The Basics of Autism
Spectrum Disorders
Training Series
RAAC Training Committee

2. Child Care Training Series
Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Early Signs of Autism
 Module Three: Physical Characteristics of Autism
 Module Four: Cognition and Learning in Autism
 Module Five: Autism and Sensory Differences
 Module Six: Communication and Autism

3. Child Care Training Series
Modules
 Module Seven: Behavior Challenges and Autism
 Module Eight: Understanding Behavior in Children
with Autism
 Module Nine: Functional Behavior Assessment
 Module Ten: Autism and Play Skills to Teach
 Module Eleven: Safety and Autism

4. Safety
Emergencies:
 Because children with ASD can look like everyone
else, police and other emergency responders may
expect answers to questions that the child is not
able to give (for example, giving their name).
 Some behaviors can be misunderstood.

5. Safety
Emergencies:
 Because children with ASD may have low muscle tone,
emergency responders should never restrain the child
by placing on his/her stomach. This type of restraint
has caused death.

6. Safety
Dangerous situations:
 The child may be drawn to materials such as matches
and other dangerous items.
 Wandering off may be a problem.
 The child may not know how to move around in traffic,
such as safely crossing the street.
 The child may not understand the danger of going off
with a stranger.

7. Big Idea
A child with ASD may not
recognize a dangerous situation.

8. Safety Strategies
 Get to know the neighbors.
 Get to know nearby public safety agencies, police,
fire department, and other emergency responders.
 If staff is in the community with a child with ASD,
they should carry/wear identification.

9. Safety Strategies
Identification
The child with ASD should carry
identification at all times.
The child should wear a medical alert
bracelet/Identification bracelet.
Identification information should say that the
child may not be able to speak or may be too
frightened to answer questions in an
emergency.

10. Safety and ASD:
Strategies to Share with
Families
 At home, door alarms may be helpful to make sure the
child doesn’t leave the house without your knowledge.
 If the child with ASD has dietary restrictions,
refrigerator locks and cabinet locks may be needed.
 Removable stove knobs may be helpful if the child with
ASD isn’t aware of the danger of burning themselves.
 Cleaning supplies and other dangerous products need to
be locked up.

11. Safety and ASD:
In the Community
 Autism decals for car windows are available to
make sure that in case of an emergency,
responders know that there is a passenger with
ASD in the vehicle.
(contact www.autismcincy.org).
 Many children with ASD are attracted to water.
Swimming lessons are helpful to make sure the
child is water safe.

12. Behavior and Safety
 When possible, be prepared for situations that
could lead to behavior difficulties.
 Know the early signs of a problem behavior.
 Have a plan for when problems occur.
 Get to know the people who work in the places you
go to frequently in the community so they can be
helpful in an emergency.

13. Big Idea
Get to know the warning signs of a
behavior problem so that little
problems do not become big ones.