This report describes a project to teach young children strategies to resist the lures of strangers and to produce and disseminate a training manual for teachers in mainstreamed preschool classes. Project activities and accomplishments of the project are described. The project involved a study of 47 children (ages 3 and 4), 6 of whom had developmental delays or disabilities, in three inner-city Head Start classrooms. Small classroom groups and in vivo probes in the community were used to teach children how to avoid abduction, by moving away from strangers, saying "no" to strangers, and reporting any occurrence of lures by strangers to teachers or parents. A comparison was undertaken of two strategies to help maintain what the child learned: monthly reviews with verbal rehearsal, modeling, and feedback; and monthly reviews with verbal rehearsal, modeling, feedback, and in-class role playing. A training manual for preschool teachers is provided. It discusses components of effective abduction-avoidance training, descriptions of training sessions and sample scripts, and information on how to assess whether children will perform effective avoidance behaviors when approached by an actual stranger. (Contains 287 references.) (SW)