If you haven’t read Part 1 of this conversation on autism and water safety yet, be sure to go check that out first—Water Safey: Autism & Drowning – Part 1. In that blog, I sat down with Dayna Harvey, a certified swim instructor who specializes in working with autistic children, and Andy Roszak, an emergency preparedness expert with experience at FEMA and the CDC. Together, we shared eye-opening statistics and essential first steps families can take to begin protecting their children around water.
In Part 2—we’re diving even deeper. You’ll hear more from Dayna and Andy about why swim lessons alone aren’t enough, how to use visual supports to reinforce water safety, and the critical role of community awareness in preventing drowning.
Whether you’re a parent, caregiver, teacher, or therapist, this conversation is full of actionable strategies and resources to help keep autistic children safe.
The Power of Visual Tools
Tara: Let’s jump into the out-of-the-water strategies—things like visuals and routines. If you'd like to see this, head to YouTube so you can see what Dayna’s going to show.
Dayna: One of the biggest game changers I’ve created is the Water Safety Kit, and it all started with a little boy named Jackson. He was three, nonverbal, had no impulse control, and was drawn to water. His parents literally said, “He checks every box for wanting to drown.”
So I had to create a strategy to help him wait. We used a blue kickboard—we called it the “waiting mat.” One stayed at the start point, one at the end. Jackson learned to sit and stim or splash on it, but not to leave it until invited. It didn’t happen overnight, but over time, he learned.
And this mat? It traveled—home, beach, community pool, bathtub. Wherever there was water, the mat went too.
Tara: I love how it turns the idea of waiting into something consistent, not confusing.
Creating Boundaries Around Water
Dayna: The second tool was inspired by a family who had a pool but no fence around it. We started with blue painter’s tape to mark a waiting zone outside the back door. Later, I created non-sticky blue tape that reads “I will wait.” It travels easily to the beach or park—anywhere there’s water.
The third piece? A visual cue to show when water is closed or open. We started with cones and string, then switched to yellow caution tape. Eventually, I made a custom “closed” tape to give a clear message: the pool is closed unless an adult opens it. Two neurotypical children needed this training as much as one child with autism. Where there's water, I will wait.
Tara: You’re helping kids see the transition—like how adults open the pool and close it. That’s so key.
Dayna: Yes! Even my swim students remind me if I forget to “close the pool” for the next group. They hold me accountable! And when I say “Oops, you're right,” they light up. They know the routine, and they love it.
Translating Water Safety to the Bathroom
Tara: One of my big aha moments was your idea of using these tools in the bathroom—where kids get daily practice with water routines.
Dayna: Exactly! The bathtub is a water environment, and we can use the same waiting mat and tape there. Tape goes across the tub, the faucet handles, even the bathroom door.
We create a small waiting area where the child sits before bath time. Parents prepare the shampoo, towels, toys—and importantly—put their phones down. I always say, phones down so children don’t drown.
Andy: I relate to that. I’ve got a one-and-a-half-year-old and a four-and-a-half-year-old, and the bathroom can feel like an obstacle course. But I love the routine and predictability you’re creating here. The repetition builds understanding. And as a parent, the more I hear it, the more I realize—it’s doable. We're teaching kids the rules—and modeling them too. The visuals make it even better: they're clear, hands-on, and create a fully immersive learning experience.
All Kids Benefit from These Strategies
Tara: These strategies aren’t just for autistic kids. They work for all kids. People might say, well, yeah, but my child or my student is non-speaking and they don't understand what I'm saying. If you have combined visuals with predictable routines, anybody can learn.
Dayna: Right now, I teach about 240 kids a week. Around 20% are what I call “special learners,” but every child learns the same water safety skills. I'm running what I call early intervention swim lessons because I start them so young. So my kids, whether or not they have a diagnosis or not, are learning these exact same skills. So they don't grow up knowing anything different. They grow up with it as normal.
Andy: That’s a huge takeaway. This isn’t “extra.” It’s a foundation for everyone.
Mythbusters: Water Safety Edition
Tara: Let’s do a lightning round—true or false.
- My child is non-speaking, so swim lessons won’t work.
Dayna: False. - We don’t have a pool, so drowning isn’t a risk.
Dayna: False—you’ve got a bathtub.
Andy: Water is everywhere. - Once a child can swim, they’re safe.
Dayna: Nope. Even Michael Phelps can drown if he’s unconscious. - My child doesn’t like water, so we’re not at risk.
Andy: False. Wandering is the risk.
Dayna: And sometimes they push past discomfort to get to something they want, like a fountain. - Adaptive swim lessons are only for verbal kids.
Dayna & Andy: Not true at all.
Clothing & Understanding Depth
Dayna: I’m working to help kids understand depth and boundaries. Many of our children don’t grasp the difference between deep and shallow water. They might think, “I can see the other side of this pond—I can make it.”
Another key? Consistency in swimwear. I ask parents to use the same swim outfit every time. That way, kids learn: When I wear this, it means it’s time for water.
Tara: That’s such a helpful layer of structure.
Final Advice for Families
Tara: Let’s end with one practical tip. What’s one step families can take today?
Dayna: Visit my website and download the free Water Safety Action Plan. It walks you through eight components of water safety—way beyond just swim lessons.
Andy: Being a parent doesn’t come with a guidebook, but water safety is something we can control. We owe it to the kids we care for—whether they’re our own or in our programs—to take small, consistent steps that build understanding, trust, and life skills. Every child is different, so our approach needs to be thoughtful, repetitive, and meaningful. Don’t feel overwhelmed—you don’t have to do it all today. Start small: lock a gate, add a door chime, have a conversation. These simple actions can make a big difference.
Closing Thoughts
Tara: This can feel like a heavy topic, but we want to leave you with hope. There are strategies. You are not alone. Start with one step—maybe it’s Dayna’s waiting mat or downloading a water safety sheet. Talk about these things with your school or your child’s team. We can prevent autism drowning tragedies by being proactive.
Andy: I loved this conversation. I learned so much, and I believe we can solve this problem. It’s not a massive lift—it’s about small, consistent steps.
Tara: Thank you both for your passion, expertise, and heart. Let’s keep spreading this message and building a safer world for our kids.
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Institute For Childhood Preparedness
Water Safety: Autism & Drowning – Part 1
Listen to the Podcast Episode #126
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If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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