Run, hide, or fight? Considerations for young children with autism and lockdown drills.

Lockdown drills have become a normal part of school activities for children across the United States. Despite the increase in drill practice and consistent prevalence of school shootings, little information exists to deem current practice effective, and little guidance exists to guide educators' preparation efforts. As it stands, schools are planning and executing lockdown drills with variability with little to no planning dedicated to diverse learners such as young children with autism spectrum disorder (ASD). At the same time, a vast research base that supports evidence-based practices for learners with a diagnosis of ASD exists, yet these known supports are not being utilized to prepare them for these life-threatening emergencies. This article summarizes the current guidance and research surrounding lockdown drills and evidence-based practices used to teach children with ASD similar skills that could be applied to teach lockdown drills. Potential strategies for multiple component interventions are described for researchers to consider, individualize, and evaluate. • Lockdown drills and active shooter situations are frequent occurrences in schools and community spaces in the United States. • Schools are currently executing lockdown drills with little to no planning dedicated to young children with autism. • No evidence-based practices to teach young children with autism to participate in lockdown drills exist. • No evidence-based practices to teach educators to teach children with autism to participate in lockdown drills exist. • Evidence-based practices to teach similar skills to children with autism could be used within lockdown drills and tested for effectiveness. [ABSTRACT FROM AUTHOR]

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