Tara Yarberry, BCBA

05/25/2026

05/21/2026

GEEK SPEAK: Check out this article from CHOP Research Institute.

https://www.research.chop.edu/car-autism-roadmap/stranger-danger #:~:text=Whenever%20possible%2C%20your%20child%20should,and%20may%20have%20trouble%20communicating.

05/19/2026

Key Safety Concepts to Teach

1. Defining "Stranger" Broadly: Use concrete terms to explain that a stranger is anyone they do not know well or have not been introduced to by a primary caregiver. Emphasize that someone isn't "safe" just because they know the person's name or look friendly.
2. Recognizing Common "Lures": Practice identifying common tricks used to entice someone, such as asking for help finding a lost pet, offering candy or toys, or claiming a parent sent them.
3. Identifying "Safe Strangers": Teach them to recognize helpful adults in public if they get lost, such as uniformed police officers, store employees with nametags, or parents with children.
4. The "Ask First" Rule: Establish a firm rule that they must always ask a trusted adult for permission before going anywhere with anyone or accepting any gifts.
5. Personal Boundaries: Use visual tools like the Circles Curriculum to help them understand different levels of social circles and who is allowed in their personal space.

05/17/2026

Stranger awareness is about building practical safety skills for people of all ages—not fear. It means learning how to recognize safe versus unsafe situations, identify trusted adults, respond assertively, and report concerns when something doesn’t feel right.

A few key strategies help make these skills stick. Using Behavioral Skills Training (BST)—which includes clear instruction, modeling, practice, and feedback—helps turn concepts into real-life actions. Role play and scenario-based practice give opportunities to rehearse different situations, while functional communication builds confident responses like “No,” or “I need to check with my person.” Pairing this with prompting and reinforcement supports learning in the moment and strengthens independence over time. Practicing across different people and settings helps these safety skills generalize, so they’re there when they’re needed most.

05/14/2026

Emergencies can be overwhelming, which is why preparation matters for people of all ages. Having a clear plan for situations like a fire or becoming lost helps individuals respond more effectively when it counts most.

Simple steps—like identifying exits, recognizing alarms, or knowing who to ask for help—can make a significant difference. Visual supports, such as picture sequences, maps, or written checklists, make these steps concrete and easier to follow across age and ability levels. Pairing these with consistent prompting—like practicing “Stop, orient, find help”—builds familiarity and confidence. Practicing these skills in calm moments, with supports in place, helps turn plans into actions when it matters most.

05/10/2026

Practicing stopping at curbs, looking both ways, and staying aware of surroundings helps everyone navigate environments where risks are less predictable.

Two simple strategies can make a big difference when teaching these skills:

1) Use modeling and guided practice—demonstrate the steps, talk through the process (“Stop, look left and right, then cross”), and adjust support based on the individual’s needs and independence level.

2) Incorporate consistent prompts and reinforcement—use a clear, repeatable cue (like “Stop and look”) and acknowledge safe choices right away.

These small, repeated teaching moments help build lasting habits that support safety across the lifespan.

05/07/2026

For curious folks, everyday environments are may be full of potential hazards, from hot surfaces to sharp objects to water safety concerns. Teaching individuals with disabilities to recognize and respond to these risks helps prevent accidents before they happen.

Even small interactions can build lifelong safety awareness.