Understanding stalking behaviors by individuals with Autism Spectrum Disorders and recommended prevention strategies for school settings.

Post et al. (2014) wrote a narrative review about stalking-type behaviors in students with autism. They pulled together studies and expert guidance to show how schools can stop these behaviors before they start.

The paper is not a new experiment. It is a map of tools you can use right now.

The authors list four practical tools: social skills groups, video modeling, self-management, and visual supports. These help students learn safe ways to show interest in peers.

No numbers are given, but the review says these methods fit easily into daily school routines.

Maïano et al. (2016) found that 44 % of students with autism are bullied at school. That high rate makes stalking-prevention work even more urgent.

McHugh et al. (2023) later showed self-management also cuts problem behavior in adults with autism. The same tool Michal recommends for kids works across the lifespan.

Stewart et al. (2018) warned that most school autism studies happen in separate classrooms. Michal’s tips are built for exactly those settings, so they fill a real gap.

Watkins et al. (2015) reviewed peer-mediated interventions. Their work pairs well with Michal’s social skills groups: you can run both together to give students safe peer contact.

You can add these four tools to an IEP today. Start with a short social skills group and one video model of “greeting a friend.” Track if the student moves from following to greeting without hovering. These small steps can keep stalking behaviors from growing into office referrals or police reports.