Keeping our children safe is always top of mind, but when a child tends to run off or wander, that worry can quickly multiply. For some children with disabilities, especially those with autism, elopement is more than just a phase. It can happen at school, in public, or even at home. While the risks can feel daunting, understanding why it happens and putting the right supports in place can make a real difference. So how do we spot the patterns, lower the risks, and get the right help without living in constant fear?
To find out, we spoke with Ariana DeAngelis, MEd, training manager at the Autism Project; Sally Burton-Hoyle, EdD, professor specializing in the autism spectrum disorders (ASD) in the Department of Special Education and Communication Sciences and Disorders as well as faculty advisor in the Department of Special Education College Supports Programs at Eastern Michigan University; Nathan Call, PhD, BCBA-D, professor of pediatrics at Emory University School of Medicine, associate chief of clinical affairs in the Division of Autism & Developmental Health, and vice-president at the Marcus Autism Center, a subsidiary of Children's Healthcare of Atlanta; Rose Griffin, BCBA, speech-language pathologist and founder of ABA Speech; David Stein, PsyD, pediatric developmental neuropsychologist, author, and founder and director of New England Neurodevelopment; Lisa Concoff Kronbeck, Undivided public benefits specialist; and Regina Frazer, a parent of a child who elopes.
If you Google “eloping,” you’ll probably find stories about spontaneous weddings, but in the context of developmental disabilities, the word has a very different meaning. According to the CDC, elopement refers to a child leaving a safe area without a caregiver and with little or no awareness of danger.
Many parents of children with disabilities may find that their kids tend to wander away, whether that’s running off from home to play down the street or leaving a classroom. If your child elopes, there is a risk of them getting lost or hurt, and if they can’t effectively communicate who they are or where they live, it can quickly turn into a dangerous situation. DeAngelis clarifies that elopement specifically describes someone who needs supervision in order to stay safe and leaves that supervision without being noticed. Frazer adds that parenting a child who elopes means being on edge much of the time.
Note that elopement can also be referred to as “wandering” or “bolting,” though with slightly different shades of meaning. Dr. Call explains wandering suggests someone walking off without much notice, or without clear direction, while bolting refers to quickly taking off from supervision, which this study refers to as “goal-oriented elopement.):” running away from a non-preferred setting or toward a preferred setting. Both are specific types of elopement, which is the broad term for leaving supervision in any way. Even so, the term “elopement” itself can be confusing or even misleading. Dr. Burton-Hoyle notes that many parents don’t recognize it as a behavior description and sometimes assume it’s a medical diagnosis. She recommends using the more familiar phrase running away, which tends to resonate more with families.
Elopement can take many forms, depending on the child and the situation. According to Dr. Call and DeAngelis, some common elopement behaviors include:
Keeping children safe is a daily priority, and when a child is autistic or has another disability that can impact safety, that concern can feel even more urgent. Elopement is one of the more common safety challenges parents face. In fact, research from the National Institutes of Health (NIH) shows that elopement occurs in about 34% of individuals diagnosed with intellectual and developmental disabilities. According to the National Autism Association (NAA), roughly half of autistic children attempt to elope from a safe environment, which is nearly four times the rate of their nonautistic siblings.
Unfortunately, the dangers tied to eloping are significant. Accidental drowning accounts for 71% of wandering-related deaths, with many of these incidents occurring when a child is being supervised by someone other than their parent. Traffic injuries are another major concern. Wandering can lead to sudden, unpredictable movements near roads or busy intersections, which puts children at higher risk for serious injury. In many elopement cases, children are unable to communicate their name or address, which significantly increases their risk during elopement events.
It’s heartbreaking to consider tragic outcomes like these, but understanding these patterns helps families, schools, and caregivers create safer environments and gives everyone a better chance to intervene before a close call becomes a crisis.
The NAA explains, “Wandering/elopement is typically a form of communication, often occurring to get to something of interest or away from something bothersome, usually noise, commotion, fears/phobias, and demands. These impulses and incidents can increase with added anxiety and stress, especially if the individual has challenges with coping, calming, or regulating their emotions.”
Some of the primary reasons a child elopes include the following:
Griffin explains, “If the child is eloping, we want to see: are they eloping to go somewhere? So let’s say a kid is trying to leave their house. Why are they leaving? Do they want to go outside to take a walk? Do they want to go to McDonald’s? Whatever it is for the kid, it goes back to communication. Why is the kid just leaving? Do they want to go somewhere? Can they tell us that? Are they equipped to have a device or pictures, or are they talking to be able to discuss that?” Griffin continues, “Think about the functional communication piece. Does she want to go see her friends? Well, you need to tell me that. And those are things that we all have to think about from a communication standpoint.”
Dr. Stein explains that eloping is a signal from a child that something’s wrong. He gives examples: “This class doesn’t work for me, this time of day, this transition, whatever it may be, is not working. And therefore, I’m going to exhibit these behaviors.” He continues, “So after the behavior has happened, it’s really tough. If someone has already run away, it’s really hard. The big thing is, we can respond to the behavior without reacting. We can respond and go help that child get back to a safe place without getting really upset and worked up and reinforcing the behavior inadvertently. But really, what we have to do is look at what’s going on before to trigger that behavior, and then what’s happening after it to reinforce it.”
Dr. Call helps us understand why children elope and how functional analysis helps uncover the cause:
To get more into specifics, DeAngelis, Dr. Burton-Hoyle, and Dr. Call share some more common reasons children elope:
What people often get wrong about children who elope
Many people mistakenly think children who wander are simply misbehaving. Frazer clarifies this isn’t true. These children often feel overwhelmed or overstimulated, and running away is a natural response to escape that stress. Their brains shift into fight, flight, or freeze mode, making elopement a coping mechanism rather than a deliberate choice. This can happen suddenly, even under close supervision, so often it’s not due to inattention.
DeAngelis emphasizes that eloping is a form of communication — a way for the child to express a need or avoid discomfort, not to cause trouble or defy rules. She also stresses that families shouldn’t bear this burden alone; schools, caregivers, and communities must collaborate to provide safe environments and effective strategies. The constant vigilance families maintain is exhausting, making broader support essential.
Age can make a big difference in how elopement is perceived, managed, and even understood. DeAngelis explains that while eloping can absolutely happen at any age, the reasons behind it and how it shows up might not follow a predictable pattern. She recalls a young adult who regularly needed extra supervision during a program, not because he was trying to leave the setting, but because he would suddenly bolt with bursts of energy. “I just had the privilege of working with an adult here in our adult program, a gentleman in his mid-twenties who elopes frequently. And even throughout the program — it was a two-hour program we had here — we had one staff member in front of doors to block the doors. And it wasn’t that he was trying to escape the environment, but rather that he oftentimes would just run. He had these bursts of energy and would just start running,” she tells us.
In contrast, Dr. Burton-Hoyle describes a teenager whose wandering was purposeful. She describes a student who ran off during class, not because he was upset or overstimulated, but because he had a plan in mind. “He was looking for a different playground and different kids to play with. He was in a self-contained classroom for kids with disabilities. And in the bus that morning on the way to school, he had overheard some of the boys talking about playing football during recess and he loves football. And in Detroit, we love the Detroit Lions. And he had his Lions shirt on and he just thought, ‘Oh, at recess I will play football with these boys.’ But then when his recess came, which was not at all the same time as when the other boys had recess, he then left the adaptive PE class, which they were having, calling it recess. And he just simply left that setting to then go and look around for where these other boys were. And then when he couldn’t find them and then he couldn’t find his class, he just went on home,” Dr. Burton-Hoyle shares.
This story also highlights a key point Dr. Burton-Hoyle emphasizes: understanding that the why matters just as much as the what. Whether a child is three or thirteen, there’s often a real reason behind their actions. It might be sensory overload, a communication barrier, or even a genuine mix-up in expectations. She encourages adults to pause and play detective, rather than jumping to conclusions about defiance or danger. When we look only at the surface behavior, we risk missing what’s really going on underneath.
Dr. Call adds another layer by pointing out how age can affect community response. While both a toddler and a teen might elope for similar reasons (curiosity, confusion, or a sudden need to escape), a toddler is far more likely to trigger concern and intervention. He explains, “A toddler who’s wandering and gets out of the house and maybe is in the street, pretty much everybody in most communities will recognize this toddler should not be outside alone. And so people are more likely to intercede, they’re more likely to stop a child like that, try to find a caregiver, stop the situation and make it safe again. Whereas an adolescent or a teenager who elopes, they are likely to be viewed as just another person out in the community.” This difference in perception can mean that older kids and teens face more serious risks when they wander, especially if they have limited communication or are misunderstood by others.
When it comes to elopement, there’s often more going on beneath the surface than it might seem. While every child is different, certain patterns can help explain why children with autism might be more likely to leave a safe or supervised space.
DeAngelis explains that difficulties with communication are often at the heart of it. If a child is overwhelmed, perhaps during a noisy holiday gathering, they might not have the language to say they need a break. Instead of using words, they may express their discomfort through actions such as walking out of the room or running away altogether. DeAngelis also notes that sensory needs can play a role. Many children with autism experience the world differently, and some are drawn to specific sensory input that they might not be getting at home.
Dr. Burton-Hoyle emphasizes how important it is to communicate expectations in a way that works for the child. Spoken instructions might not stick if auditory processing is a challenge, which is not uncommon for children with autism. Instead, Dr. Burton-Hoyle suggests using visual supports to help children understand what is expected and feel more secure in their environment.
She shares an example of a student who would not get off the school bus until pictures of familiar landmarks and staff were added to his routine. In this case, staying put was still an escape strategy. It was his way of avoiding an uncertain or overwhelming environment. Once the child could visually map out his day, his anxiety and urge to run decreased. Dr. Burton-Hoyle adds that visuals such as taped pathways on the floor or picture-based schedules can give children a better sense of control. She also reminds us that routines are effective only when they are built around a child’s interests and needs. If a child finds the classroom boring or punishing, they might decide to leave. As Dr. Burton-Hoyle puts it, children with autism often “vote with their feet.”
Note that elopement isn’t limited to children with autism. Children with other developmental disabilities, including those with Down syndrome, can also be at risk for leaving a safe space or adult supervision. Dr. Call explains that while most research focuses on autism, elopement remains a concern across the broader developmental disability community, even if detailed data on prevalence or patterns is limited.
Eloping doesn’t fit neatly into a specific age range, and whether a child stops this behavior often depends on several factors. DeAngelis explains that elopement is most common in early childhood, usually between four and eight years old, though the results of studies vary a bit. During this time, elopement often serves as a way for children to communicate needs or avoid situations they find uncomfortable, especially when they haven’t yet developed strong communication skills. Dr. Burton-Hoyle shares that toddlers and young children, especially those with attention deficit hyperactivity disorder (ADHD), tend to elope when they don’t get what they want quickly. With age and the right positive behavioral supports, older children can often learn new strategies to reduce running away.
According to Dr. Call, elopement rarely just stops on its own as kids get older; it can continue beyond childhood and into adolescence or even adulthood. Older individuals might find more advanced ways to elope, which can make prevention trickier. A child might slow down or become easier to supervise, but the instinct to elope can stick around, especially if their core interests or challenges stay the same.
Without meaningful intervention, there usually isn’t a point where elopement simply stops. Progress tends to come when a child gains more awareness of risk or learns safer, more effective ways to get their needs met. Dr. Burton-Hoyle explains that when children are surrounded by structure, choice, and consistent support, their need to elope can decrease over time. In many cases, it’s replaced by clearer ways to communicate and navigate their environment. DeAngelis reminds families not to let their guard down, as elopement episodes might happen years apart or continue across different stages of life. Plans should stay in place, even if the behavior seems to disappear for a while.
There’s no single solution that works for every child, which is why many families build a combination of tools and strategies over time. What matters most is choosing what works for your child and your environment, and knowing that it’s okay to ask for help.
Dr. Burton-Hoyle stresses that understanding what your child likes and dislikes and filling their day with engaging activities can help reduce elopement risk. When safe and possible, use technology tailored to your child’s needs, such as wearable GPS devices that track your child if they leave the house. She also points out that first responders can use a child’s favorite music or themes, instead of loud sirens or shouting, to reduce fear and encourage safe return.
Many families find tools such as token boards, visual schedules, or reward charts helpful for encouraging safety routines and smooth transitions. These supports can be especially useful for kids who benefit from clear structure.
Narrative-based tools such as visual stories or Social Stories™ can help children understand the concepts of staying safe, not running off, and what to do if they feel lost. You can also use them for specific situations such as educating them about water safety, street safety, trusted adults, etc. Stories from resources such as And Next Comes L can be personalized and read together at home. You can also use this one on holding hands and staying in my house.
Dr. Call explains that children can learn important skills like giving their name and address, checking in regularly, staying close in public, and recognizing trusted community helpers such as police officers. Parents can also teach kids about safety rules around water, including how to spot safe swimming areas and understand the importance of swimming near lifeguards. These aren’t quick fixes, but they build a strong foundation for long-term independence and safety. Behavioral specialists such as BCBAs can support families with strategies and practice.
According to this study on elopement, the use of functional communication training can help get a child’s needs met so they don’t feel the need to elope. Instead of running away, your child can learn to use a communication card to request what they want. To make one, take a photo of your child with the reason they elope (e.g. access to an item, place, etc.) and glue the photo to a small card, and add a simple phrase like “I want a snack, please” or “I want a break, please.” Once you have the card ready, practice together by offering your child a small amount of the item, then gently guiding their hand to give you the card when it’s time to pause. As soon as they hand over the card, immediately give them more of the item and praise them with something like, “Great job handing me the card, you can finish your snack.” With repetition, they’ll learn to do this independently instead of eloping.
Dr. Burton-Hoyle emphasizes that a well-matched IEP is foundational. If goals feel demeaning, irrelevant, or too rigid, children might reject the environment altogether. She recommends checking whether the IEP reflects your child’s strengths and whether goals feel functional and respectful, not just task-driven. Read more about school supports for elopement in our article Elopement at School.
Your child’s doctors, therapists, and specialists can also be a key ally in addressing elopement. Physicians can refer families to behavioral interventions that build developmental skills, teach safety awareness, and reduce elopement risk over time. These supports are often covered by insurance or Medi-Cal. Note that these interventions can also be provided at school.
Dr. Stein explains that a functional behavior assessment (FBA) and a positive behavior support plan come in to get ahead of the behavior and intervene before it even occurs because we understand the nature of it. Dr. Call points out that behavior specialists use the FBA process to figure out what is driving a child to elope. It’s a systematic process used to understand why a child engages in specific behaviors, such as running away. The goal is to identify whether the behavior is motivated by gaining access to something desirable or escaping something unpleasant, which then guides tailored strategies for the child. For instance, a child might run toward a candy aisle or a favorite toy, or they might be trying to avoid a loud noise or a difficult task. Dr. Call explains that by understanding what the child is trying to gain or escape, caregivers and professionals can develop strategies that make sense for that individual child. Read more about FBAs and BIPs here.
Dr. Burton-Hoyle adds that from a parenting standpoint, parents can have someone come in, such as a BCBA on their child’s team, and have a home visit to figure out how parents can keep their child safe. Applied Behavior Analysis (ABA) is one of the most common intervention frameworks, but it’s not one-size-fits-all. When tailored for elopement, ABA can focus on teaching safety rules, improving transitions, and reinforcing staying with a caregiver.
Other approaches, such as Collaborative & Proactive Solutions (CPS) move away from labeling children as “noncompliant” and instead focus on building understanding between the adult and the child. CPS takes a relationship-based approach, recognizing that behaviors such as elopement often reflect stress, dysregulation, or challenges the child can’t fully express. Professionals work collaboratively with the child to troubleshoot difficult situations, develop practical tools for staying safe, and practice problem-solving skills. The goal is to help children communicate their needs effectively, regulate their emotions, and respond safely, rather than relying on punishment. Developmental, relationship-based models such as JASPER — a play-based model that supports children in developing social communication, engagement, and regulation skills — may also be a better fit for some children.
Burton-Hoyle stresses that behavioral interventions should always be positive, avoiding aversives or punishment. The goal is not just to keep children safe, but to help them feel supported, respected, and equipped with the skills they need to navigate their world.
Supporting a child who elopes often takes both a big-picture plan and in-the-moment tools. While you can’t plan for everything, there’s a lot you can prepare for, and that preparation can make a huge difference in safety, peace of mind, and overall confidence. Here are tips from DeAngelis and our other experts.
DeAngelis explains how tracking elopement details can reveal patterns and lead to safer, more supportive strategies for children. For example, if your child tends to run off, jot down when it happens, where they go, what was going on right before, and who was around. Share this with teachers, caregivers, or family so everyone can look for patterns together. If your child often heads for the playground, build that into their daily routine, give them a way to ask for it, and see whether you can offer similar movement opportunities at home — such as using a swing, rocking chair, or wobble stool.
Planning ahead can make a scary situation feel more manageable. A strong plan might include ways to reduce the chances of elopement, build better communication, and map out how to respond if your child ever does go missing. These steps aren’t just for parents; they can also involve teachers, neighbors, and other trusted adults who care about your child’s well-being. Dr. Call explains that a good strategy will incorporate four elements: prevention, intervention, mitigation, and crisis management. Dr. Call explains how parents can work with their children to prevent elopement by teaching safe alternatives and building skills over time:
Avoid situations that reliably trigger elopement until safety strategies are in place. Dr. Call explains that a good plan begins with identifying ways to reduce the chances of elopement happening at all. In some cases, that might mean avoiding certain environments temporarily, such as taking a break from busy stores or malls where exits are hard to monitor, avoiding playgrounds that aren’t fenced in, or choosing indoor play spaces instead of open fields or large parks where supervision is harder.
Build skills that replace the urge to run, such as requesting a preferred activity, staying within arm’s reach, or checking in regularly. Teach alternatives and skills. Long-term prevention also includes teaching safer behaviors. For example, as Dr. Call explains, if your child tends to run off at the park because they’re drawn to water, you can teach them to ask for water play instead of bolting toward it. Over time, they’ll learn that sometimes the answer is yes and sometimes it’s no, but either way, asking (whether with words, sign language, or a picture card) is the safe way to let you know what they want. You can also build safety habits like teaching your child to stay within arm’s reach in public or to “check in” with you every few minutes so you know they’re safe.
Reduce potential for harm if an elopement attempt occurs, for example by installing locks, using GPS trackers, labeling clothing, or teaching swimming.
Swim lessons. A key piece of a safety plan is reducing the risk if your child does try to run off. Because drowning is a leading cause of death in elopement cases, DeAngelis strongly encourages families to pursue swim lessons if accessible. Safe Splash Swim School has 100+ U.S. locations and provides swimming lessons for neurotypical children and those with autism and other disabilities. You can also ask your local swim facility, such as YMCA, to provide swimming lessons with accommodations to your child’s unique needs. This PDF from the National Autism Society includes 6 inclusive water-safety tips.
Secure the environment. DeAngelis and Frazer both stress the importance of alarms, locked doors and windows, and fencing for outdoor spaces. DeAngelis adds that locks should be placed high. Even visuals such as stop signs on doors can help reinforce the boundary. She recommends teaching what those signs mean through interactive activities.
Add location tools when needed. Tracking devices are another layer of protection. Dr. Call, DeAngelis, and Frazer mention GPS trackers, radio-frequency devices, AirTags, and QR shoe tags. These tools won’t stop elopement, but they can help find a child faster if it happens.
Consider involving siblings or peers. Some parents choose to involve their child’s siblings or trusted classmates in safety routines. That might mean alerting an adult if the child tries to leave a safe space. As with any plan, this should be thoughtful and supportive, not a burden placed on another child.
Get specific about your surroundings. Dr. Call suggests families map out local risk areas, such as nearby lakes, creeks, or busy streets. Knowing where a child is likely to head or where danger is highest can help you respond faster if your child goes missing.
Ensure someone always has eyes on your child. Dr. Burton-Hoyle points out that many elopement incidents happen when supervision breaks down, often due to a simple miscommunication: one adult assumes another is watching. If your child is known to elope, she recommends building supervision into the IEP when appropriate. This could include assigning a dedicated aide or paraprofessional to maintain “eyes on and arm’s length” supervision, especially during school hours or in busier settings.
Have a plan for what to do if a child goes missing, including who to contact and what steps to take immediately. Even with all the right supports in place, elopement can still happen. That’s why it helps to know what to do in the moment, because every second counts. Having a practiced plan can reduce panic, help coordinate a fast response, and increase the chances of a safe return.
Families don’t have to navigate elopement alone. Several programs offer support to help keep children safe and ease some of the day-to-day strain on families.
For children under age three in California, the Regional Center provides early intervention services to those with a diagnosed developmental disability or those who are at risk of developmental delay. After age three, eligibility requires a qualifying diagnosed developmental disability that constitutes a substantial disability for that child or adult.
Can the Regional Center cover swim lessons as a safety support?
Because drowning is one of the leading causes of death in children who elope, teaching water safety can be an essential part of a child’s safety plan. Concoff Kronbeck explains that swim lessons have often been covered by the Regional Center not as recreation but as a critical strategy to reduce serious risks. Families might be able to get support by showing that elopement increases the danger around pools, lakes, or other bodies of water. Even before Regional Center funding for social/recreation services was restored, many families received help by emphasizing that swimming lessons were necessary for safety, not just for fun.
Here are some other supports families may be able to access through the Regional Center, according to Concoff Kronbeck:
Behavioral therapies. These supports, usually covered by Medi-Cal or insurance but sometimes covered by the Regional Center, focus on understanding what’s driving the elopement and helping the child build skills to reduce it over time. While these therapies won’t always eliminate the risk completely, they can be an important step toward greater safety and predictability.
Behavioral respite. This service gives families access to trained care providers who understand behavioral needs and can safely support the child at home or in the community. For parents who are constantly on high alert, having skilled help can offer a much-needed break while keeping their child safe.
If behavioral supports aren’t enough to prevent elopement, IHSS protective supervision might be another option. This service is available to individuals who need 24/7 supervision to prevent injury to themselves or others due to severely impaired judgment, orientation, and/or memory (IHSS’s words). Concoff Kronbeck notes that if the behavior stems from cognitive impairments that limit the child’s ability to stay safe, they might qualify. For instance, a child who frequently runs off without recognizing danger, darts into traffic, or wanders away from a caregiver without awareness of the risks involved might meet the criteria.
Note: protective supervision will not be awarded when behavior is due to frustration, defiance, or intentional actions — unless there’s clear evidence the child cannot recognize or avoid danger because of cognitive impairments. Here’s how it works:
How to strengthen your application
Concoff Kronbeck points out that documentation is key to getting a protective supervision application approved. She recommends keeping detailed records of your child’s behavior and presenting them during your IHSS home visit. Keep a log of potentially hazardous behaviors, especially related to elopement. Include:
Keeping this kind of log over time can help build a case for why your child needs protective supervision. Here's a sample IHSS hazard log for Protective Supervision for Undivided members.
To apply, you’ll need to complete the following:
You can submit these completed forms during your IHSS home visit.
Keeping children who wander safe means building a strong support network and preparing your community to respond quickly. Beyond individual safety, parents can take practical steps to help neighbors and local agencies (including first responders) better understand and support their child.
Connecting with the people around you is vital in keeping your child safe if they tend to wander. Frazer explains that neighbors familiar with your child are more likely to notice if something doesn’t seem right, especially if your child is walking alone, appears calm, or is older and less likely to draw concern. This kind of recognition can be the prompt someone needs to pause and take action.
Start by introducing yourself and your child to trusted neighbors. People living nearby are often the first to notice if your child is outside unsupervised. Giving neighbors a heads-up about what elopement looks like for your child makes them feel more prepared to respond. Helping your child become a familiar face in the community is also important. Whether through regular walks or visits to local spots, the more people see and recognize your child, the easier it is for them to tell when something is out of the ordinary.
It’s equally important to familiarize yourself and your community with nearby water hazards. Using tools such as Google Maps to identify pools, ponds, or other bodies of water near your home helps everyone stay alert to potential risks and focus safety efforts accordingly. It’s also helpful to reach out for support from organizations such as the Autism Project or other local resources familiar with elopement who can provide valuable guidance. These organizations often include staff members who are parents with lived experience and can help you navigate next steps and available resources.
Frazer shares tips for parents on connecting children with their community and first responders to better handle elopement situations:
Some police departments offer voluntary registries of vulnerable persons, where families can share critical information such as communication methods, favorite places, and calming strategies. Frazer notes that if your department doesn’t have one, you can advocate for starting one. This kind of database gives officers what they need to respond more effectively, especially if a child is missing.
For example, the City of Manhattan Beach offers a Voluntary Emergency Identification Registration System that allows families to provide the police with details such as physical traits, diagnoses, and emergency contacts to help officers communicate effectively and safely return individuals home.
Frazer emphasizes the importance of these databases including personalized details, explaining, “For my child, if you were to show her on your phone a Mickey Mouse cartoon, she’d probably walk right toward you rather than if you say, ‘Come over here’ — she’s going to run the opposite direction. So these databases have that kind of information.”
In Los Angeles County, the LA Found program provides free GPS-enabled bracelets to help locate individuals with disabilities who might wander. Kate Movius, who consults with law enforcement on autism training, explains that while privacy concerns are valid, these programs are voluntary and include safeguards to protect personal information. When a wandering case is reported, trained responders can use the bracelet signal to quickly locate the individual, often reducing search times from hours to minutes.
Movius also stresses the value of introducing children to first responders in low-stress settings, such as police open houses or “Coffee with a Cop” events. Familiarity helps kids see responders as safe helpers, and it allows officers to learn a child’s unique communication style. She recommends keeping a one-page profile handy that includes your child’s photo, interests, favorite places, and best ways to approach them. “When a child meets first responders in a relaxed, positive environment, it shifts the narrative in their mind. Suddenly, the person in uniform isn’t a stranger; they’re someone they’ve seen laughing with them over a juice box. That familiarity can make an enormous difference in how a child responds during a crisis, reducing fear and helping officers connect more quickly,” Movius says.
While parents might understandably worry about privacy, Frazer highlights the delicate balance between safeguarding personal information and the crucial safety benefits of having this data accessible during emergencies. For many families, the peace of mind that comes from knowing help can respond swiftly makes opting into such a registry worthwhile.
While elopement carries real risks, it’s not something families have to face alone. Building awareness and preparing your community are important first steps toward creating a safer, more supportive environment for your child.
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