Teaching young adults with disabilities to respond appropriately to lures from strangers.

Cashon et al. (2013) worked with young adults who have mild intellectual disability.

The team used Behavioral Skills Training in a classroom.

They added real-world practice in stores and on sidewalks.

A multiple-baseline design showed who learned what and when.

After BST, most adults walked away when a stranger offered candy or asked for help finding a puppy.

The new skill lasted up to three months, though some days were shaky.

Community probes proved the skill worked where it counts—on actual streets.

Petit‐Frere et al. (2021) copied the idea with younger kids and poison safety.

They added least-to-most prompts and still saw strong gains, showing BST scales across ages and hazards.

Christopher et al. (1991) did something similar twenty years earlier for social skills in group homes.

Their adults learned without extra rewards, hinting that praise and feedback may be enough for safety lessons too.

You can run the same four-step BST package—explain, show, practice, praise—to teach stranger safety.

Schedule quick community walk-throughs so clients rehearse with real cars, real stores, and real people.

Track data weekly; if scores dip, return to the classroom for a booster role-play.