Don't Wait—Act on Elopement: A Clinician’s Guide to Safety and Support
This quote from Gorlin et al. (2016) powerfully captures the emotional toll of elopement on families:
”Parental worry about keeping their child safe has an impact … including interrupted sleep, fear of perception of poor parenting … inability to find support.”
This quote outlines the shame and guilt parents often experience—feelings that may lead them to downplay or not disclose elopement behaviors.
1. Let’s Talk Numbers: Elopement in Autism
Elopement—or wandering—is one of the most urgent safety concerns for families of children with autism. It’s not simply a behavior problem—it’s a communication of need, fear, or unmet support.
According to a widely cited study published in Pediatrics by Anderson et al. (2012), nearly 49% of children with autism had attempted to elope after the age of four, 4 times the rate reported in their neurotypical siblings. Of those incidents:
26% were missing long enough to cause concern
24% were at risk of drowning
65% were in danger of traffic-related injury
The study found that 74% of elopement cases occurred from home, 40% from a store, and 29% from school.
Tragically, the risks are not just hypothetical. In a six-year review of autism-related wandering deaths, the National Autism Association (n.d.) reported that 71% of fatalities were due to accidental drowning.
Parents feel this risk deeply:
56% identified elopement as their number one stressor
50% reported receiving no professional guidance on prevention or intervention strategies
These statistics represent more than numbers—they represent real children and real heartbreak. In Minnesota alone, two devastating incidents occurred just months apart: On June 10, 2024, 4-year-old Waeys Ali Mohamed wandered from home and was later found deceased in Minnehaha Creek. Just four months later, on October 22, 2024, another young boy, Mohamed, 11, died after wandering and being found in a pond near his home.
There is no age limit for those at risk. We must honor the lives of these children—and support the families left behind—by treating elopement with the seriousness and compassion it deserves.
For more information & advocacy efforts in the Minnesota area - reference this news report: https://www.mprnews.org/story/2024/10/29/drownings-of-two-minnesota-autistic-kids-push-water-worries-to-the-surface
What This Means for Clinicians
Elopement is not a sign of disobedience—it is often a form of communication: a sensory need, an escape response, or a fear reaction. As clinicians, we have a duty of care to address it not just behaviorally, but with urgency and empathy.
When bringing up the topic of elopement to family members, we must:
Provide resources in accessible, culturally respectful ways
Proactively bring up the topic of wandering with families
Ensure our interventions honor the lived experience of parents
Show parents we are here to support, not judge or criticize
As summer approaches—and outdoor play increases—the risks grow. Let’s commit to actionable, compassionate intervention that centers child safety, family well-being, and equity.
2. First Things First: Safety Before Strategy
Immediate steps when elopement is present
When you see “wandering” or “elopement” listed in a client's intake or background information, that is your SD to act—not later, but immediately.
Elopement is not just another behavior to assess; it’s a potential safety crisis. Our first responsibility as clinicians is to help families prepare and protect, even before a formal treatment plan is developed.
Here are a few resources you can provide & create with families from the start: See All Resources at the Bottom of the Page
✅ Elopement & Wandering Handout
A parent-friendly guide (such as the one developed by MN DHS) that outlines what wandering is, why it happens, and what families can do to reduce risk.✅ Mock Safety Plan
This is a fillable template that helps families identify what safety features are currently in place (door alarms, window locks, fencing, etc.) and what supports or tools they may want to explore.
This is also a great way to identify needs that can be funded through waiver services or case management.✅ Mock Missing Child Flyer
A fillable template with your client's photo, key characteristics, communication style, and contact information.
While no one wants to imagine needing this, having it prepared can save precious minutes in an emergency and allow families to focus entirely on locating their child.
💬 Hard Conversations, Human Moments
These conversations are tough. They can bring up fear, guilt, or even denial. Be clear, calm, and reassuring. Say something like:
“I know this isn’t easy to talk about. But having a plan now helps make sure everyone’s ready—just in case.”
💡 Quick Tips for Clinicians:
Always address elopement proactively—even if the family hasn’t brought it up.
Offer to help connect families to case management or funding options for alarms, GPS trackers, or fencing.
Frame it as part of your role in supporting their child’s safety and success, not a judgment on their parenting.
3. Why Are They Running? Functional Assessment Matters
Function-based intervention is essential for effective prevention and treatment of elopement. Understanding why a child is eloping—rather than just trying to stop the behavior—is what sets ethical and effective practice apart.
Here are key research articles every clinician should know:
Bodfish et al. (2000–2015) – Systematic Review of Functional Analysis and Treatment of Elopement
Kamlowsky et al. (2021) – Latency-Based Functional Analysis and Treatment
Tarbox, Wallace, & Williams (2003) – Replication and Extension of Elopement Assessment & Treatment
Hanley et al. (2008/2009) – Functional Analysis & Treatment of Elopement in Schools
Crawford et al. (2024) – Inpatient Controlled Case Series on Elopement Intervention
Pavady et al. (2004) – Functional Analysis & Chained-Schedule Treatment with Adolescents
A Note to Clinicians:
Elopement is not a one-size-fits-all behavior. Its function varies across individuals and contexts—just like any other behavior. Treat each case with individualized care and thoughtful assessment.
Additionally, consider integrating visual or narrative supports, such as Social Stories, into treatment. While elopement-specific Social Story research is limited, recent work highlights its promise in broader skill acquisition and behavior support:
Mills & Emerick (2015) – Function-based Social Stories™
Grindle et al. (2022) – Digitally delivered Social Stories™ with sustained behavioral outcomes
Brodhead (2015) – Strategies for integrating non-behavioral recommendations while maintaining ethical behavior-analytic practice
Although Social Stories may not be a standalone intervention for elopement, they can serve as part of an intervention package, especially when matched to function and paired with data-based strategies.
“One must view clients as individuals with unique needs and not unwisely assume all clients are similar enough to be given identical modes of treatment.”
4. The Skills We Have the Opportunity to Teach:
If you haven’t explored the Essentials for Living (EFL) curriculum, now is the time. True to its name, it focuses on skills essential for safety, dignity, and independence, especially for learners with limited communication or dangerous behaviors like elopement.
If you have a client who wanders, the skills taught through EFL aren’t just important—they could save a life.
📹 Watch: Dr. Patrick McGreevy’s heartfelt message on the skills he wishes he had taught—and the lives that may have been different if he had.
Let it serve as a reminder: we have that opportunity right now.
Let’s not wait. Let’s teach the skills that protect, empower, and support the people we serve.
5. Compassion + Clinical Skill = Real Impact
There is a real, meaningful reason why some children with autism elope or wander. It’s not simply a behavior to reduce—it’s a form of communication, a sensory experience, an escape, or a response to fear or overwhelm. Every instance deserves to be understood in context.
As clinicians, we must move beyond checklists and protocols. We need to explore the specific circumstances, needs, and lived experiences of each child and family. Interventions should be function-based, but also human-centered—designed to validate the child’s experience, ensure their safety, and provide accessible, respectful ways to get their needs met.
And for families? Elopement isn’t a theoretical risk—it’s a daily fear. We owe them honesty, compassion, and action. Be open. Be kind. Be clear. Don’t minimize their concerns or delay support.
Don’t wait. Act now. Elopement requires urgency, empathy, and individualized care.
Resources:
If you are having difficulties downloading or accessing any of the following documents, use the contact form below!
MN DHS Dangers of Wandering & Elopement Handout (The tools in this handout are helpful for everyone, not just MN residents):
Mock Safety Plan:
Mock Missing Child Flyer:
Free S.A.F.E.-T. Assessment Tool:
https://lnkd.in/gjXWqqEM - Developed by Dr. Amy Foxman and Dr. Amanda Kelly
Social Story:
CEU’s:
https://ceu.studynotesaba.com/courses/treatment-for-elopement-without-extinction/
https://www.abainsidetrack.com/get-ceus/episode-146-elopement
https://behaviorlive.com/events/getting-comfortable-in-the-water-partnering-with-parents-for-safer-water-experie7e430d5d-6605-49cc-9cbb-65372848cc10
https://behaviorlive.com/courses/where-do-you-think-youre-going
✅ Sources:
Anderson, C., Law, J. K., Daniels, A., Rice, C., Mandell, D. S., Hagopian, L., ... & Law, P. A. (2012). Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics, 130(5), 870–877. https://doi.org/10.1542/peds.2012-0762
Boyle, M. A., & Adamson, R. M. (2017). Systematic review of functional analysis and treatment of elopement (2000–2015). Behavior Analysis in Practice, 10(4), 375–385.
Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting: Strategies for navigating non‑behavioral treatment recommendations for individuals with autism. Behavior Analysis in Practice, 8(1), 70–78.
Gorlin, J. B., McAlpine, C. P., & Garwick, A. (2016). Severe childhood autism: The family lived experience. Journal of Pediatric Nursing, 31(5), 580–597.
Kamlowsky, M. E., Wilder, D. A., Ertel, H., Hodges, A. C., Colon, N., & Domino, L. (2021). Latency-based functional analysis and treatment of elopement. Behavioral Interventions. Advance online publication. https://doi.org/10.1002/bin.1781
Lang, R., Davis, T., O’Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., & Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43(1), 113–118.
McGreevy, P. (2023, December 15). What I Wish I Had Taught [Video]. YouTube. The Behavior Academy. https://youtu.be/KBFU2jw4w‑U
National Autism Association. (n.d.). Autism & wandering. https://nationalautismassociation.org/resources/autism-wandering/
Nevill, R. E., Crawford, M. F., Zarcone, J. R., Maquera, E., Rooker, G. W., & Schmidt, J. D. (2024). A retrospective consecutive controlled case series analysis of the assessment and treatment of elopement in children with autism in an inpatient setting. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-024-00979-1
Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function‑based Social Stories™ with children with autism. Behavior Modification, 39(6), 912–931. https://doi.org/10.1177/0145445515603708
Pavady, J., Frank-Crawford, M., & Wilder, D. A. (2023). Functional analysis and chained-schedule treatment of elopement in teenage youth with autism. Journal of Applied Behavior Analysis. Advance online publication. (PubMed PMID: 36949647)
Safi, M. F., Alnuaimi, M., & Sartawi, A. (2022). Using digital Social Stories to improve social skills in children with autism: A pilot experimental single‑subject study. Advances in Autism, 8(3), 243–251. https://doi.org/10.1108/AIA-02-2021-0013
Tarbox, R. S. E., Wallace, M. D., & Williams, L. (2003). Assessment and treatment of elopement: A replication and extension. Journal of Applied Behavior Analysis, 36(2), 239–244.
A Note to Readers:
Have thoughts or questions to share? Whether you’re a seasoned BCBA, a student navigating the learning curve, or someone simply passionate about ethical, informed practice, I’d love to hear from you! Use the contact form below to connect, share your experiences, or recommend resources or the topic for the next blog post! Let’s grow together - one article, one conversation, one client at a time.
*Disclaimer: The views expressed in this blog are my own (Functionally Speaking ABA) and do not reflect the views of UNMC.
