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Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. Key words: abduction prevention, autism, behavioral skills training, safety _______________________________________________________________________________ Abduction by strangers is a rare but impor-tant childhood safety concern, with over 58,000 abductions perpetrated by nonfamily members in the United States in 1999 (Finkelhor, Hammer, & Sedlak, 2002). School-aged chil-dren are the group at greatest risk for nonfamily abduction, which is more likely than abduction by family members to result in death of the child (Dalley, 2004). Parents of children with autism view their children as at risk for physical harm and report physical safety as one of their greatest concerns (Davern, 1999; Ivey, 2004). Children with autism may be particularly susceptible to stranger persuasion because of the social deficits inherent in the disorder. For example, they may not discern strangers from known adults, or they may be oversensitive to certain features of abduction lures such as highly preferred items. Behavioral skills training (BST) is a multi-component intervention that consists of in-structions, modeling, rehearsal, and feedback (Miltenberger, 2008). BST has been used successfully to teach children to avoid consum-ing poisons (Dancho, Thompson, & Rhoades, 2008), to behave appropriately after discovering a firearm (Himle, Miltenberger, Flessner, & Gatheridge, 2004), and to resist complying with a stranger’s abduction lures (Johnson et al., 2005). BST has sometimes resulted in limited stimulus generalization (e.g., Lumley, Milten