The use of social referencing to teach safety skills to toddlers with autism

Couger et al. (2022) worked with two toddlers with autism. The goal was to teach them to look at an adult's face before touching unknown objects.

The team built a chain. First the child saw a new item. Next they turned to look at the adult. Last they acted only if the adult smiled. Prompts and praise shaped each step.

Both toddlers learned the full chain. They checked the adult's face and then chose safe items. The skill stayed strong when new toys and foods were added.

No extra teaching was needed for the new items. The children kept looking at the adult first, even a week later.

Pelaez et al. (2012) showed that typical babies as young as four months can learn the same look-then-act rule. Couger et al. prove the rule still works when autism delays social learning.

Weisberg et al. (2019) also taught social referencing to kids with autism, but each child needed custom tweaks. Couger kept the procedure almost the same for both toddlers, showing fewer tweaks may be needed when the goal is clear safety cues.

Gunby et al. (2018, 2017) taught gaze following alone. Couger links that gaze to a real-life choice, moving the skill from the table to the playroom.

You can add a quick social check to any safety program. Place an odd item on the floor, wait, and deliver a smile or a brief head shake. Reinforce the first look at your face. In minutes the child learns to read you before they grab. The chain protects them from hot cups, broken glass, or pills without adult physical blocks.