FR Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders, https://doi. org/10.1007/978-3-319-91280-6 home that may be poisonous. Both at home and school, the Poison Control Center number should be posted near the phone. Some children present special issues that raise safety concerns. For children who mouth objects, a careful check of sources of lead-based paint should be made. Such children should not be given access to toys with small parts (ie, that could be a choking hazard). Other children can have problems with bolting or wandering. Wandering can be presented with use of special locks, monitoring devices, and so forth. Bolting can be a problem for less cognitively able children, eg, jumping out away from a parent on a busy street or jumping out of a car while it is in motion. Appropriate steps to insure safety should be made. Children who wander may be induced to wear a special bracelet that identifies them. Helper dogs have also been used. For children whose impulsivity is a major problem, medications and behavioral interventions can be used. In one study of bolting (Anderson et al. 2012), in over 1200 children, nearly 50% of families reported at least 1 episode of bolting in the child with ASD after age 4 years. In about a quarter of cases, the length of the absence was sufficient to cause concern. Risk for bolting increased with severity of autism. Both at home and at school, outside areas can present special hazards. At school, the presence of other children may complicate monitoring of a child with a social disability. Accidents are probably more frequent in areas where children have less supervision and where social demands are greater, eg, recess, gym, and cafeteria. Explicit teaching of safety concepts (including dealing with fire drills) should be part of the student’s program in school. School staff should be prepared to prevent accidents and also have sufficient training in simple first aid that they can immediately respond. In some areas, eg, where there is access to a pool or potentially dangerous materials, children should not be left without appropriate supervision. As with other aspects of teaching, a structured approach with explicit rules and routines can help teach safety concepts. This task becomes easier as children acquire language, but even for less verbal children, use of picture schedules and visual cues can help to teach safety issues. As children get older, explicit teaching about common situations, such as crossing the street or use of simple appliances, can be included. Some computer aids are now available, and it is likely that more will be available in the future. The literature on behavioral interventions, eg, for bolting, has also increased (Roane and DeRosa 2014; Stevenson et al. 2016).