Wandering & Autism: Questions to Aid in Reducing Elopement (Part 3 of 4)

In the previous post, I discussed some general ideas for dealing with in-class elopement for a student who may leave the area, but not leave the classroom.  Today I want to take a look at strategies based on the function of the behavior for students who do try to leave the classroom. We know that wandering, bolting, and fleeing (also know as elopment) can cause stress to a those who care for individuals with autism.  Within the classroom, it may be difficult to pin-point when this behavior will occur, but here are a few things to ask yourself when you are planning a strategy to reduce, remove or react to wandering.

Function:  Eloping for attention. 

Questions to ask yourself:

1. Have I provided the child with a visual schedule so that they know what is expected during this time.?

2. Have I taught the child how to use the schedule?

3. Are my classroom activities well planned and does the schedule leave out unstructured moments?

4. Is the environment set up with clear visual boundaries?  

5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?

5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?

6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly  elope?

7.  Is the door closed or childproofed?

8. When they elope for attention, do I respond calmly?

9. When they elope for attention, do I bring them back to the activity by holding their hand and do I eliminate using words so that they do not get my verbal attention?

10. Do I provide attention many times before the elopement so that they get the same amount of energy that elopment usually provides?  Am I successful in teaching them that staying with the group gets excitement and attention but elopement gets a hand held and no conversation?

11. When they elope for attention, am I prepared to find them, hold their hand without conversation and wait quietly (for up to 20 minutes) until they stand up?

12.  Did I create a social narrative or social story about staying with the group?

Function:  Eloping for escape. 

Questions to ask yourself:

1. Have I provided the child with a visual schedule so that they know what is expected during this time.?

2. Have I taught the child how to use the schedule?

3. Are my classroom activities well planned and does the schedule leave out unstructured moments?

4. Is the environment set up with clear visual boundaries?  

5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?

5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?

6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly  elope?

7.  Is the door closed or childproofed?

8. Do I provide a small box of toys or preferred items during the lesson to encourage them to come to the area and stay in the area?  Am I ok with letting them use the toys for a while (in the area with the group, not off on their own) until they get used to the idea of sitting in that area with others?

9.  Do I give them many choices within activities to keep them engaged throughout the lesson? Am I sure the task is appropriate in relation to time expectations for sitting, and task expectations?

10. Did I teach them how to ask for a break? Did I honor their request? 
11. When they elope for escape, do I respond calmly, but quickly?

12. When they elope for escape, do I have a plan in place to notify key school staff to help locate him/her?

13. When they elope for escape, am I prepared to find them, hold their hand (without conversation) and bring them back to the work area and proceed with the work task without discussion of the elopement?

14.  Did I create a social narrative or social story about staying with the group?

15.  Did I use a token board to teach the child so that they can earn a break? For example, the "I Need a Break Cards" can provide a quick way to facilitate teaching the skill of working for a break.

I Need a Break Cards Available Here

Function:  Eloping to gain access to something. 

Questions to ask yourself:

1. Have I provided the child with a visual schedule so that they know what is expected during this time?

2. Have I taught the child how to use the schedule?

3. Are my classroom activities well planned and does the schedule leave out unstructured moments?

4. Is the environment set up with clear visual boundaries?  

5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?

5. Did I use an in task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?

6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly  elope?

7.  Is the door closed or childproofed?

8. Did I let the child know what time they would gain access to the item or activity they want using a visual support or schedule?

9.  Did I cover or remove the item from the classroom when it is not available?

10. Did I place the access to the item on the students's individualized schedule?

11. Did I teach them how to ask for the item appropriately? Did I honor their request or show them what time it will be available? If it is not an option, did I tell them using a visual support or social story?
12. When they elope for gaining access, do I respond calmly and without words?

13. When they elope for gaining access, do I bring them back to the activity and show them their schedule so that they can begin working again?

14.  Did I use a token board to teach the child that they can earn access to their activity or item? (See an example below.)

Function:  Eloping for sensory input or to avoid sensory input.

Questions to ask yourself:

1. Have I provided the child with a visual schedule so that they know what is expected during this time.?

2. Have I taught the child how to use the schedule?

3. Are my classroom activities well planned and does the schedule leave out unstructured moments?

4. Is the environment set up with clear visual boundaries?  

5. Did I eliminate using an open space to set up my main teaching area or is it in a cornered area to reduce elopment?

5. Did I use an in-task schedule to show the child what to do during this specific activity, how many tasks there will be and when they will be finished?

6. Do I have an adult sitting near the child or keeping an eye out for the child who may possibly  elope?

7.  Is the door closed or childproofed?

8. Did I think about whether or not this activity is too loud, too busy or too overwhelming for the child?

9.  Did I cover or remove the item from the classroom when it is not available?

10. Did I place the access to the item on the student's individualized schedule?

11. Did I ask the Occupational Therapist for help?
12. When they elope for sensory input, do I respond calmly and with support?

13. When they elope for to avoid sensory input, do I respond calmly and with support?

14. When they elope for sensory reasons, do I try to provide the input they are seeking before they elope?  Have I talked to the Occupational Therapist about the possibility of a sensory diet for the student?

15. Did I teach the child how to request the sensory input they seek or how to tell others if something is bothering them?

14.  Did I use a token board to teach the child that they can earn access to their activity or item?