Safety Awareness IEP Goals for School and Home

The fire alarm goes off during lunch, and a second grader drops to the cafeteria floor with both hands over her ears. Down the hall, a ninth grader’s school laptop shows a message from a sender he doesn’t know, asking for his password. A safety awareness IEP goal names a situation like these, the steps the student takes when it happens, and how many rehearsals or real events must show those steps.

These 23 goals are written for special education teachers, occupational therapists and speech-language pathologists, and every baseline is taken without putting a student at risk.

Goal groups

• Fire, lockdown and severe-weather drills (4 goals)
• Hazards in the classroom, kitchen, home and workplace (4)
• Unsafe situations: say no, get away, tell an adult (4)
• Online safety (3)
• Students with autism (3)
• Wandering and elopement (5)

Safety awareness skills to teach at school and at home

Safety awareness skills fall into five groups, and the student’s present levels decide which of them need goals:

• Drills and alarms: fire, lockdown and severe-weather drills, including an alarm that sounds while the student is out of the classroom.
• Hazards: things that are hot, sharp or broken, wet floors, chemicals and medicine, electrical cords and a blocked exit.
• Unsafe situations: an unfamiliar adult at the school door or the front door at home, a dare to do something dangerous, a secret that feels wrong.
• Online: passwords, messages from people the student doesn’t know, and what not to post.
• Leaving an assigned area: staying with the group, asking for a break, coming back when called, staying inside the school’s boundary, and carrying an ID card.

Does identifying things that are safe and not safe count as a behavior goal? Usually not on its own. It can serve as a short-term objective or a first teaching step, but picking the unsafe picture from a set shows knowledge, and safety research reports “poor correspondence between what children say they would do in a given situation and what they actually do in the situation” (Miltenberger, 2008). When the concern is what a student does, safety awareness IEP goals should measure what happens in the situation: whether they touch the stove, open the door or reply to the message.

For streets, buses, stores and getting lost, see our community safety IEP goals.

From the first IEP in effect when the student turns 16, or younger if the IEP team decides, the Individuals with Disabilities Education Act (IDEA) requires postsecondary goals in training, education, employment and, “where appropriate, independent living skills” (34 CFR §300.320(b)), and a home-safety goal often supports that last one.

Getting a safety baseline without putting anyone at risk

Baselines for the rehearsed and staged safety awareness IEP goals on this page come from one of four methods:

1. Practice drill. Walk the routine with the class to a recorded alarm played at low volume, after clearing it with the front office; the building alarm stays off. Score each step of a 4–6 step task analysis as I (independent), G (gestural prompt), V (verbal prompt) or P (physical prompt: brief hands-on guidance as the student’s plan describes; check your state and district rules on physical guidance), and score the next scheduled drill on the same sheet.
2. Staged props. A cone and a paper “spill,” an empty, rinsed cleaning bottle or a “HOT” card on a cold pan. Record whether the student stops, keeps hands off and tells an adult.
3. Scripted role-plays. A staff member the student knows less well reads the “unfamiliar person” part while a second adult scores three steps: say no, get away, tell an adult. Run 4–6 scenarios and hold feedback until afterward.
4. Practice messages. Send them from a staff account to a class or practice account on a school device. A student’s own phone is off limits without family consent.

Never test with real danger or a surprise “stranger.” Research teams use in-situ probes, which present a simulated threat “without the child’s knowledge” (Miltenberger, 2008). That is a research procedure, not a school baseline.

Goals built on real events (leaving an area, injuries, lab sessions, the home check) take their baseline from a log of what happens anyway, and adults respond as they normally would; nothing waits for the data. Score critical errors apart from the step count: ran ahead, went back inside, touched the hazard, went with the person. Classroom staff usually take and score these baselines. The occupational therapist or speech-language pathologist, who may be itinerant, helps design the task analysis, the accommodations and any augmentative and alternative communication (AAC) script.

Write the baseline into the present levels in the same words. IDEA requires “measurable annual goals, including academic and functional goals” (34 CFR §300.320(a)(2)(i)), and each goal should trace to a need the present levels name. A goal can trace to “Completed 2 of 6 evacuation steps independently in each of 2 fire drills.” It can’t trace to “lacks safety awareness.”

Fire, lockdown and severe-weather drill goals

Each drill goal follows the student’s own emergency plan and accommodations, so adapt the step list to the plan, never the other way round. The last goal uses the route the plan sets for students “not with a teacher or staff member,” a case federal planning guidance asks schools to cover (U.S. Department of Education et al., 2013).

• [Grades K–5] Fire evacuation. By [date], when the fire alarm sounds during a practice or scheduled drill, with noise-reducing headphones available on the hook by the classroom door, [Student] will complete the 6-step evacuation routine (stop work, line up at the door, walk with the class, stay with the class in the hall and on the stairs, go to the class’s spot outside, stay there until the all-clear) with no more than 1 gestural prompt, no verbal or physical prompt and no critical errors (running ahead, hiding, dropping to the floor or refusing to move, going back inside) in 3 consecutive drills, at least 1 of them a scheduled school drill, as measured by the drill task-analysis sheet the classroom teacher or paraprofessional completes right after each drill (baseline: 2 of 6 steps independent in each of 2 drills and the criterion met in 0 of 2; covered ears and dropped to the floor in both and needed physical guidance to the door).
• [Grades 6–8] Lockdown. By [date], when the lockdown cue comes during a classroom practice (a cue the teacher gives in the room, not over the PA) or a scheduled drill, with a visual “wait” card posted at the safe spot, [Student] will reach the room’s safe spot (within 30 seconds in practices; before the door is locked in drills) and stay there, as quiet as the school’s plan requires, until the all-clear, in 4 consecutive practices or drills, as measured by the drill sheet (stopwatch latency in practices, yes or no in drills) (baseline: both parts met in 0 of 3 practices; reached the spot in time in 1 and stayed until the all-clear in 1, never in the same practice).
• [Grades 6–8] Severe-weather shelter. By [date], during a severe-weather shelter practice or scheduled drill, [Student] will complete the 4-step shelter routine (walk with the class to the shelter area, go to the class’s place, sit where the adult directs, and take and hold the protective position the school’s plan names when the adult directs) with no physical prompt on any step (gestural and verbal prompts are allowed at this stage) in 3 consecutive practices or drills, as measured by a 4-step task analysis (baseline: completed the routine without a physical prompt in 0 of 3 practices).
• [Grades 9–12 and 18–22 programs] Evacuating from outside the classroom. By [date], when a recorded alarm sounds during an office-cleared probe while [Student] is in a hallway, the cafeteria or a restroom (played from outside the door), or during the employer’s own scheduled drill at a job site, [Student] will take the route the plan names (the school’s, or the employer’s at a job site) for a student out of the classroom and check in with the adult at the assembly point within 3 minutes, in 3 of 4 probes over 6 weeks from 2 different starting locations, as measured by a probe log kept by the adult who starts the alarm and the adult at the assembly point (baseline: 0 of 4 probes; went back to the classroom first in all 4).

Hazard goals for the classroom, kitchen and home

Hazard goals measure the moment a student meets something hot, spilled, broken or left out. Two goals move to a home or a job site; where a family can’t report each week, run the home check in the school’s practice apartment or life-skills room.

Reading the warning on a medicine label is a separate skill, covered by functional reading goals for labels.

• [Grades K–5] Classroom hazards. By [date], when a staged hazard is set out in the classroom (a cone and a paper “spill,” a “HOT” card on a cold surface, a paper “broken glass” cut-out), [Student] will stop, move around it without touching it and tell an adult by speech, sign, device or pointing within 1 minute, in 8 of 10 staged probes across 4 weeks, as measured by the teacher’s staged-prop probe log (baseline: 2 of 10 probes).
• [Grades 6–8] Lab or kitchen classroom. By [date], during science lab or kitchen classroom sessions, [Student] will complete the 5-item safety checklist (goggles on in the lab, apron on in the kitchen; hair and sleeves back; nothing tasted in the lab, and in the kitchen only when the teacher says so; heat off at the end; clean-up done) with all 5 items independent in 4 of 5 consecutive sessions, as measured by the checklist the lab or kitchen teacher completes (baseline: all 5 items independent in 0 of 3 sessions; a median of 2 of 5 items).
• [Grades 9–12 and 18–22 programs] Home safety check (self-monitoring). By [date], one evening a week at home or in a supported apartment, [Student] will complete a 6-item home safety check (smoke alarm light on, checked from the floor; stove off; cleaning products stored; medicine stored; doors locked; cords away from water), fixing or reporting any item not in place, with the student’s card matching the check a family member or residential staff member records that evening, before anything is fixed, on at least 5 of 6 items, with no item mismatched 2 weeks running, in 4 of 4 counted weeks (a week without a family check isn’t counted), as measured by comparing the two records (baseline: no check completed in 3 weeks, so a match in 0 of 3; 2 of 6 items in place on the family’s first check).
• [Grades 9–12 and 18–22 programs] Reporting a hazard at work. By [date], when the job coach sets out a mock hazard in a back-of-house area closed to the public (a laminated “spill” mat, a tape outline of broken glass, an unplugged cord tagged “damaged”), with the employer’s permission in the work-based learning agreement, or when a real hazard occurs, [Student] will tell the supervisor or job coach what and where the hazard is within 5 minutes, in 4 of 5 opportunities over 5 weeks, at least 2 of them at each of 2 job sites, as measured by the job coach’s checklist (baseline: 1 of 5 opportunities).

Unsafe situations: say no, get away, tell an adult

The personal safety goals in this section share three steps, shortened in class to “no, go, tell”: say no, get away and tell an adult. They follow the responses behavioral skills training teaches for a safety threat: avoid it, “get away from the threat,” and “report the threat to a responsible adult” (Miltenberger, 2008). Staff play every part, including the peers. Consent is on file before any role-play, and each one ends with a debrief. If a student describes real harm during any of these sessions, stop the practice and follow the school’s procedure for reporting suspected abuse. With the front-door goal, teach the exception: when a smoke alarm sounds, get out.

When a friend is the one pushing for something unsafe, pair these with goals for telling healthy and unhealthy friendships apart.

• [Grades K–5] Unfamiliar adult at school. By [date], during scripted role-plays inside the playground fence or at the school door, in which a staff member [Student] knows less well plays an unfamiliar adult who asks [Student] to come along, open the door or take something (family consent on file), [Student] will say or sign “no” or use AAC, move to the adult on duty and tell that adult what happened, completing all 3 steps in 4 of 5 role-plays over 3 weeks with 2 different role-play adults, as measured by the probe log the adult on duty keeps (baseline: all 3 steps in 0 of 5 role-plays; said “no” in 2).
• [Grades 6–8] Front door at home. By [date], when someone knocks or rings during a classroom role-play or a family practice at home (the knocker a family member or friend; another adult inside, out of sight and within reach), [Student] will keep the door closed, use the taught script (“[Parent] can’t come to the door right now”) or stay quiet, and tell a parent or caregiver, completing all 3 steps in 4 consecutive practices across at least 4 weeks, at least 2 of them at home and reported by the family, as measured by the role-play log and the family check (baseline: all 3 steps in 0 of 6 practices, 4 in class and 2 at home; opened the door in 3 of the 4 class role-plays).
• [Grades 9–12 and 18–22 programs] A dare to do something unsafe. By [date], in 6 scripted probe scenarios, different from the teaching scenarios, in which a staff member plays a peer (leaving campus at lunch against school rules, climbing the bleachers, riding in a car with an unlicensed driver), [Student] will say no with a reason or an alternative, walk away and tell an adult, scoring all 3 steps on the checklist in 5 of 6 scenarios over 3 weeks, as measured by the role-play probe log (baseline: 2 of 6 scenarios).
• [Grades 9–12 and 18–22 programs] Body safety and trusted adults. By [date], in short staff-led sessions, with families told in advance (check your state and district rules on notice or consent for this instruction), [Student] will say no, leave and tell a trusted adult when a staff member in an acted role-play asks them to go somewhere alone, and will say they would tell a trusted adult, and name who, when the counselor or teacher reads a scenario about a secret that feels wrong, in 4 of 4 scenarios (2 of each kind) over 2 weeks, as measured by the counselor’s or teacher’s probe log (baseline: 1 of 4 scenarios). Short-term objective: names a trusted adult at school and one at home or work on 3 separate checks (baseline: none at home or work).

Online safety IEP goals

Run every online safety probe on a school device or a class practice account. Don’t assume a student has home internet or a personal phone, and don’t plan on monitoring home accounts.

• [Grades K–5] Pop-ups and links. By [date], on a practice page built with district IT’s approval on a school device, where each pop-up, link or download that isn’t part of the task opens a “Stop and tell your teacher” screen with a code, [Student] will stop and check with an adult before clicking, in 8 of 10 planted prompts across 5 weeks, as measured by the planted-link probe log (baseline: 1 of 10 prompts).
• [Grades 6–8] Requests in chat or games. By [date], when a scripted practice chat on a district-approved class account, sent by a staff member other than the teacher, with families told in advance, asks for [Student]’s full name, school, address, phone number, password or a photo, [Student] will decline or not answer and report the request to the teacher, in 5 of 6 probes across 3 weeks, as measured by the practice-message log (baseline: declined and reported in 1 of 6; shared at least one item in 4 of 6).
• [Grades 9–12 and 18–22 programs] Messages from people they don’t know. By [date], when [Student] receives a practice message on a school device or practice account from a sender they don’t know, or a message asking for a password, home address, photo or money, [Student] will not reply or click any link, and will tell a named adult (teacher, job coach or family member) the same day, in 5 of 6 practice messages over 3 weeks, as measured by the teacher’s practice-message log, fed by a short family check when the named adult is a family member (baseline: told an adult about 1 of 6 practice messages; replied or clicked in 4 of 6).

What a student shares in person, and with whom, is covered in our guide to what to share in person, and with whom.

Safety IEP goals for students with autism

Safety IEP goals for students with autism use the same measurable format as the goals above, with extra attention to elopement: leaving a supervised area or an adult’s care without permission, a frequent safety concern for autistic students. In an online survey of parents of 1,218 children with autism, 49% reported that their child had attempted to elope at least once after age 4 (Anderson et al., 2012). The three goals below, like the elopement goals after them, target behaviors, so any student with these needs may have them.

• [Grades K–5] Stopping on a cue. By [date], while moving in a fenced playground or an inside hallway away from exits, when an adult says “[Student], stop” and holds up a stop card from up to 10 feet away, [Student] will stop within 3 seconds and stay stopped until the adult reaches them or says “OK,” in 9 of 10 trials across 2 weeks, in 2 locations, as measured by a latency log (baseline: stopped within 3 seconds and stayed stopped in 3 of 10 trials).
• [Grades 6–8] Telling an adult before leaving an area. By [date], in the classroom or another supervised area, with a “where I’m going” card on the desk, [Student] will show the card or tell an adult before leaving, wait for the adult’s OK and go only to a place the plan names, on every departure across 4 consecutive weeks with at least 10 departures logged, as measured by the event log that classroom, specials and cafeteria staff keep (baseline: about 3 departures a week without permission, averaged over 3 weeks; announced and waited for the OK on 0 of 10 logged departures).
• [Grades 9–12 and 18–22 programs] Reporting an injury or illness. By [date], when [Student] is hurt or unwell, or in a practice scenario, [Student] will show or tell an adult what happened and where it hurts (by speech, AAC or a body chart), within 5 minutes in practice scenarios and in injuries an adult saw happen, in 4 of 5 opportunities, real or practice, across 6 weeks, as measured by the teacher’s or nurse’s event log (baseline: 1 of 5 opportunities).

For the injury goal, adults never wait for the report before giving first aid, and an event where an adult acts first isn’t scored. Noise-reducing headphones by the door, a visual drill card, advance practice and a named buddy are accommodations that belong in the IEP; see IEP accommodations for students with autism.

Wandering and elopement goals for school and home

These five goals cover a student who leaves an assigned area: the line in the hallway, the classroom, the playground or the yard at home. They sit alongside the student’s behavior intervention plan (BIP) and safety plan when there is one, and the IEP team decides how closely the student is supervised; meeting a goal changes that only when the team says so. If a student leaves and can’t be seen, staff follow the school’s missing-student procedure at once, and no data collection waits.

When leaving is frequent or dangerous, the team considers a functional behavioral assessment (FBA) and a BIP. IDEA requires the team to consider positive behavioral interventions and supports when a student’s behavior impedes their learning or others’ (34 CFR §300.324(a)(2)(i)). Write each leaving-an-area goal, here and in the autism section, from the FBA when there is one (otherwise from the baseline log), and add an interim objective, such as no more than 1 departure without permission a week by the first progress report.

• [Grades K–5] Staying with the group during transitions. By [date], during hallway transitions between the classroom, specials, lunch and recess, with a line buddy and a picture card of where the class is going, [Student] will stay in line (between the first and last student, or within arm’s reach of the adult at the back) from door to door on at least 90% of logged transitions in each of 3 consecutive weeks, with at least 10 transitions logged a week, as measured by the transition checklist the adult at the back of the line marks on arrival (baseline: stayed in line on 17 of 31 logged transitions over 3 weeks, 55%; left the line at the cafeteria and gym doors in most of the others).
• [Grades K–5] Staying inside the boundary at recess, arrival and dismissal. By [date], during recess and while waiting at arrival and dismissal, [Student] will stay inside the boundary the plan names (the playground fence, or the cones around the pickup area) until an adult releases them, with no boundary crossing on 9 of 10 consecutive school days, as measured by the event log that recess and dismissal staff keep (baseline: no crossing on 4 of 10 school days; crossed up to 3 times a day on the other 6).
• [Grades 6–8] Coming back when called. By [date], in planned practice trials when [Student] is 10–30 feet from the adult in an enclosed area (the playground, the gym or a fenced yard at home) and the adult calls “[Student], come back” with the agreed hand signal, [Student] will turn and walk back to within arm’s reach of the adult within 15 seconds, in 8 of 10 trials over 3 weeks, at least 3 of them at home and reported by the family, as measured by the recall log (stopwatch at school, the family’s yes or no at home) (baseline: came back within 15 seconds in 2 of 10 trials; kept moving away in 5).
• [Grades 9–12 and 18–22 programs] Asking for a break or a walk. By [date], in class or at a job site, when [Student] shows the early signs the behavior plan names (for example, pacing, pushing work away or standing by the door), [Student] will ask for a break or a walk by speech, a break card or AAC and wait in the area for an adult’s answer (the plan sets how quickly adults answer and where the break happens), on 8 of 10 consecutive logged episodes, as measured by the antecedent-behavior-consequence (ABC) log that classroom staff and the job coach keep (baseline: asked first in 2 of 10 logged episodes over 3 weeks; left the area without permission in 6).
• [Grades 9–12 and 18–22 programs] Carrying and showing an ID card. By [date], [Student] will have their ID card (name, a contact number and a communication note, as the student, family and team agree) on them at the daily arrival check at school or the job site, and will show it within 10 seconds when a staff member they know less well asks, “Can you show me who to call?”, carrying it on at least 18 of 20 school days and showing it in 4 of 4 weekly probes, as measured by the arrival checklist and the probe log (baseline: carried it on 7 of 20 days; showed it in 1 of 4 probes).

Related IEP Goal Resources

• writing SMART IEP goals
• daily living skills goals
• independent functioning IEP goals

Three common safety goals, rewritten

The three goals below come from this page’s earlier version. Each has a problem that shows up often in safety goal banks.

Before a safety goal goes into the IEP, ask three questions:

• Does it measure what the student does?
• Is there a number from before?
• Could you collect data this month even if the building runs no drill?

Where the IEP goal meets the school’s emergency plan

Three documents describe the same evacuation, and they work best when they share one step list.

• The school’s emergency operations plan, and any individual emergency plan, set out what adults do. Federal planning guidance asks schools to address “how to evacuate individuals with disabilities (along with service animals and assistive devices, e.g., wheelchairs) and others with access and functional needs” (U.S. Department of Education et al., 2013). Where a district keeps an individual emergency or evacuation plan, it should name the adult who assists, the route and any equipment, and go to everyone who has the student, including specials, the cafeteria, substitutes and the bus.
• The IEP or 504 plan lists the accommodations, such as headphones, a buddy or a mobility aid.
• The IEP goal measures the student’s own steps, written from the same step list as the plan.

After each scheduled drill, the case manager checks that all three still match. A file reviewer is likely to follow the same thread: the baseline in the present levels, the services behind each goal, drill dates on the data sheet that match the school’s drill log, and progress reports on schedule. Drill types and schedules vary from place to place, so check your state and district rules.

Tracking safety goals between drills

A 3–5 minute weekly practice drill is one workable schedule, with the scheduled drill marked on the same sheet. For role-play and practice-message goals, run 1–2 probes a week. Fill in the sheet right after the evacuation: the data need no second adult at the door, though the adult the individual plan assigns still goes with the student.

Here is a sample data sheet for the fire-evacuation safety awareness goal, for one illustrative student across four sessions:

Key: I = independent, G = gestural prompt, V = verbal prompt, P = physical prompt. So far 1 of the 3 consecutive drills is met (Oct 20, a practice drill). Any drill in the run counts, practice or scheduled, and the run of 3 must include a scheduled drill.

Print a blank copy (one page, no sign-up): Download the checklist and rubric data sheet (PDF, one page)

Graph the percentage independent for each session against an aim line from the baseline (33%) to 83% by the goal date, the lowest score that can meet the criterion. Mark the prompt level and any critical error on each point, so a rising line can’t hide a dangerous step. Review the graph every 2 weeks, and formally at each progress report; IDEA requires the IEP to state how progress will be measured and when reports will be provided (34 CFR §300.320(a)(3)). Agree on decision rules before the first practice drill:

• A critical error in 2 consecutive sessions: bring the adult closer and practice in quieter conditions before the next drill.
• Flat data across 3 sessions: change the teaching before changing the goal. Video modeling and social narratives are both on the National Clearinghouse on Autism Evidence and Practice list (Steinbrenner et al., 2020). Another change to try, if the team and occupational therapist agree, is a recorded alarm that gets a little louder each session.
• Criterion met: run a maintenance check at the next scheduled drill and in a second location, such as another room or the cafeteria.

These are team rules built on data-based individualization, in which progress data decide when to adapt the teaching; the National Center on Intensive Intervention notes that teachers may change sooner when data show “an urgent need.” For the home safety check, the agreement count is itself the data point.

Report to families in plain sentences from the graph: “In October, Maya walked out with her class and stayed at the meeting spot during the school fire drill, with two hand signals from an adult; at the next practice she needed one. In September she needed an adult to guide her to the door. She is on track to meet her goal by [date].”

Questions teams ask about safety awareness goals

What are some effective IEP goals for safety awareness?

Effective ones measure what the student does when a rehearsed or real situation comes up, and they start from a baseline on the same scale as the criterion. The classroom-hazards goal is a good model: a staged hazard, three observable steps and 8 of 10 probes, up from 2 of 10. A goal that asks a student to name or explain hazards works better as a short-term objective.

Can you give an example of safety awareness for a student?

A student shows safety awareness by acting on a risk at the moment it appears. A third grader sees a cone and a wet floor near the sink, walks around it and points it out to the teacher. A seventh grader gets a chat message asking for their address, leaves it unanswered and reports it. A student in an 18–22 program feels upset at work and asks the job coach for a walk instead of walking out.

What should a safety plan for a student with autism include?

At school, it can start with the elopement plan: who supervises, the cue to stop or come back, where the student may go, and what staff do if the student can’t be seen. It points to the behavior intervention plan where there is one and to any individual emergency or evacuation plan for drills. It also sets how the school and family tell each other about a departure or a near miss.

What is the difference between safety awareness and community safety goals?

Safety awareness goals cover school and home: drills, hazards, unfamiliar people at the door, online messages and leaving an assigned area. Community safety goals cover the student out in public, such as crossing streets, riding a bus, shopping and getting lost. A student who leaves school grounds may need goals of both kinds, each written from its own baseline.

A Transition Curriculum lesson on staying safe online

Ori Learning’s Transition Curriculum includes a lesson called “Using Technology to Learn,” Lesson 6 of Unit 2, “Education and Training,” in the Transition 18+ course for 18–22 programs.

A short pre-test asks, “Which is a safe online behavior?” (“Clicking every link” or “Using a strong password”). In a “Tech Check,” groups of 2–3 talk about the technology they use every day. The vocabulary word “responsible” is defined as “Using something in a safe, respectful, and smart way.” One of the lesson’s three main ideas reads: “It is important to keep your personal information private when online. This helps keep you safe from strangers and scams online.”

A real-life scenario task asks, “Sam gets a message asking for his password. What should he do?” Students choose between “Send it” and “Ignore and tell a trusted adult.” The messages goal above asks a student to make the same choice on a practice account. Another task has students create a short plan for using technology to complete a school task, typed in Google Docs, Microsoft Word or another program their school provides, or written on paper.

Sources

1. U.S. Department of Education. 34 CFR §300.320, Definition of individualized education program, and §300.324, Development, review, and revision of IEP. Electronic Code of Federal Regulations. https://www.ecfr.gov/current/title-34/section-300.320 and https://www.ecfr.gov/current/title-34/section-300.324
2. U.S. Department of Education, U.S. Department of Health and Human Services, U.S. Department of Homeland Security, U.S. Department of Justice, Federal Bureau of Investigation, & Federal Emergency Management Agency. (2013). Guide for developing high-quality school emergency operations plans. https://www.govinfo.gov/content/pkg/GOVPUB-ED-PURL-gpo64063/pdf/GOVPUB-ED-PURL-gpo64063.pdf
3. Miltenberger, R. G. (2008). Teaching safety skills to children: Prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills. Behavior Analysis in Practice, 1(1), 30–36. https://doi.org/10.1007/BF03391718 (https://pmc.ncbi.nlm.nih.gov/articles/PMC2846578/)
4. 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 (https://pubmed.ncbi.nlm.nih.gov/23045563/)
5. Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
6. National Center on Intensive Intervention. Data-based individualization. https://intensiveintervention.org/data-based-individualization; and Making It Happen webinar Q&A. https://intensiveintervention.org/sites/default/files/Making-it-Happen_Webinar_QA.pdf