When a child (or adolescent) leaves a designated area without permission, especially an area which has been set up for learning and safety, he/she not only misses out of learning opportunities, but can be injured or lost.
For the sake of this scenario...
Let's say that the individual who leaves the designated area is an adolescent male, Jude, with a diagnosis of "high functioning autism". Also, the designated area... is a "public/neighborhood pool".
In our scenario, Jude has been leaving the pool area without permission. His mother or father finds him pacing in the parking lot. So, there are quite a few "unknowns". However, we will get there.. hypothetically. :)
I've attached an example of a visual which might help define the boundaries and expectations for Jude. This could be hand drawn, photographs, or a video of what areas are on and off-limits regarding the pool area.
Therefore, defining what the pool area "is and is not" is of major importance. And, "assuming" there is an understanding between adolescent and caregivers can be risky for all concerned.
Additionally, sometimes just clarifying - drawing it out - pointing out the boundaries solves an issue regarding wandering or leaving a designated area. Regarding our scenario, a clearer definition of expectations may be all that is needed - or maybe not.
Will continue soon!