Safety drills, such as tornado, fire and intruder drills are mandated in schools across the United States. These drills require prolonged compliance by students and are commonly taught using verbal instructions. However, individuals with autism spectrum disorder (ASD), may struggle with complex routines, attending to verbal stimuli, or complying for long durations. Thus, when children with ASD transition to school these drills may be difficult for them to complete and little to no research has been conducted on this topic. Thus, the current study utilized a concurrent multiple baseline design across participants to examine the use of a forward chain to teach intruder training to two children diagnosed with ASD. The results demonstrated that both participants met mastery criterion for all components of the intruder drill and the results have important implications for the school setting
