AUTISM 101
In 2006 we began a safty campaign where we as parents placed car/house decals on our windows and had information cards about your kids incase of an emergency. We went around and talked with First Responders to educate them about Autism, how an individual may respond and how they can respond to those who live life on the spectrum.
The rate of autism has grown over ten-fold since the late 1990's, from 1 in 2,500 to 1 in every 150 births (Centers for Disease Control and Prevention, 2004-06). Research indicates that persons with developmental disabilities including autism are approximately seven times more likely to come in contact with law enforcement professionals than a member of the general population (Curry et al, 1993 cited in Debbaudt & Rothman, FBI Law Enforcement Bulletin, April, 2001).
Children and adults with autism live, work, go to school and recreate in the community. Law enforcement, first response and criminal justice professionals will have field and investigative interactions with children and adults with autism, their parents and care providers.
On this page you will find valuable information...the Autism 101 for EMS, FIRE AND POLICE.
Autism 101 for EMS Practitioners:
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Individuals with autism cannot be identified by appearance. They look the same as anyone else. They're identified by their behavior. Autism is a spectrum disorder. It presents differently in each individual. What works for one individual with autism may not work for another.
Individuals with autism cannot be identified by appearance. They look the same as anyone else. They're identified by their behavior. Autism is a spectrum disorder. It presents differently in each individual. What works for one individual with autism may not work for another.•50% of individuals with autism are nonverbal throughout their life span another 20% may present as nonverbal when highly stressed.
50% of individuals with autism are nonverbal throughout their life span another 20% may present as nonverbal when highly stressed.•30 - 40% of individuals with autism will develop epilepsy or some other seizure disorder during adolescence.
30 - 40% of individuals with autism will develop epilepsy or some other seizure disorder during adolescence.•Individuals with autism have a difficult time reading facial expressions. The Wong-Baker Faces Pain Rating Scale will NOT be an accurate measurement for pain.
Individuals with autism have a difficult time reading facial expressions. The Wong-Baker Faces Pain Rating Scale will NOT be an accurate measurement for pain.•You may encounter Autism by one of its many other names such as, ASD -Autism Spectrum Disorder, Aspergers Syndrome, PDD- Pervasive Developmental Delay, PDD NOS- Pervasive Developmental Delay Not Otherwise Specified and of course Autism.
You may encounter Autism by one of its many other names such as, ASD -Autism Spectrum Disorder, Aspergers Syndrome, PDD- Pervasive Developmental Delay, PDD NOS- Pervasive Developmental Delay Not Otherwise Specified and of course Autism.•Some individuals with autism do not have a normal range of sensations and may not feel the cold, heat, or pain in a typical manner. In fact they may fail to acknowledge pain in spite of significant pathology being present. They may show an unusual pain response that could include laughter, humming, singing and removing of clothing.
Some individuals with autism do not have a normal range of sensations and may not feel the cold, heat, or pain in a typical manner. In fact they may fail to acknowledge pain in spite of significant pathology being present. They may show an unusual pain response that could include laughter, humming, singing and removing of clothing. •Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming. They may repeat something you said or something they heard over and over and over again. This is called echolalia and can be calming to the individual. If these behaviors are NOT presenting as a danger to themselves or others it is in your best interest not to interfere with it. Allow THE BEHAVIORS to continue as long as the individual is safe and is safe to be around. Trying to stop the behaviors will increase anxiety and may cause the individual to act out aggressively
Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming. They may repeat something you said or something they heard over and over and over again. This is called echolalia and can be calming to the individual. If these behaviors are NOT presenting as a danger to themselves or others it is in your best interest not to interfere with it. Allow THE BEHAVIORS to continue as long as the individual is safe and is safe to be around. Trying to stop the behaviors will increase anxiety and may cause the individual to act out aggressively•Individuals with autism often have tactile sensory issues. Band-aids or other adhesive products could increase anxiety and aggression.
Individuals with autism often have tactile sensory issues. Band-aids or other adhesive products could increase anxiety and aggression.•*When restraint is necessary, be aware that many individuals with autism have a poorly developed upper trunk area. Positional asphyxiation could occur if steps are not taken to prevent it: frequent change of position, not keeping them face down. Individuals with autism may continue to resist restraint.
*When restraint is necessary, be aware that many individuals with autism have a poorly developed upper trunk area. Positional asphyxiation could occur if steps are not taken to prevent it: frequent change of position, not keeping them face down. Individuals with autism may continue to resist restraint. •EXAM TIPS
EXAM TIPS•*Move slowly, performing exams distal to proximal. Explain what you plan to do in advance and as you do it.
*Move slowly, performing exams distal to proximal. Explain what you plan to do in advance and as you do it.•Explain where you are going and what they may see and who might be there. This may avert unnecessary
Explain where you are going and what they may see and who might be there. This may avert unnecessary •anxiety and/or outbursts or aggressions from the patient. Individuals who appear not to understand may have better receptive language, which is not entirely evident.
anxiety and/or outbursts or aggressions from the patient. Individuals who appear not to understand may have better receptive language, which is not entirely evident.•*Speak simply; give plenty of time for an individual with autism to respond to questions. A 3 – 4 second delay is not uncommon. Repeat your question and wait again. Use a calm voice. Be aware that some autistic persons' use of "yes" and "no" to answer questions may be random and misleading. Try inverting your questions to validate the patient's response.
*Speak simply; give plenty of time for an individual with autism to respond to questions. A 3 – 4 second delay is not uncommon. Repeat your question and wait again. Use a calm voice. Be aware that some autistic persons' use of "yes" and "no" to answer questions may be random and misleading. Try inverting your questions to validate the patient's response.•*Expect the unexpected. Children with autism may ingest something or get into something without their parents realizing it. Look for less obvious causality and inspect carefully for other injuries.
*Expect the unexpected. Children with autism may ingest something or get into something without their parents realizing it. Look for less obvious causality and inspect carefully for other injuries.•*If possible ask a caregiver what the functional level of the individual with autism is, then treat accordingly. Stickers, stuffed animals and such which are used to calm young children may be helpful even in older patients.
*If possible ask a caregiver what the functional level of the individual with autism is, then treat accordingly. Stickers, stuffed animals and such which are used to calm young children may be helpful even in older patients. •*If a caretaker is present, allowing the caretaker to ask the questions involved in an exam may increase the likelihood of getting information from the person.
*If a caretaker is present, allowing the caretaker to ask the questions involved in an exam may increase the likelihood of getting information from the person. •Allow a caretaker to ride with the patient if possible. This will reduce anxiety and make your job less difficult.
Allow a caretaker to ride with the patient if possible. This will reduce anxiety and make your job less difficult.•*Don't presume a nonverbal child or adult who seems not to be listening, can't understand.
*Don't presume a nonverbal child or adult who seems not to be listening, can't understand. •*Individuals who present as nonverbal may be able to write or type responses. Provide paper and pen or laptop for the best chance of getting the information that is needed.
*Individuals who present as nonverbal may be able to write or type responses. Provide paper and pen or laptop for the best chance of getting the information that is needed. •*Attempt to perform exams in a quiet spot if at all possible, depending on the severity of injury and safety of the scene. Demonstrating what the exam will consist of on another person first may help the person with autism have a visual knowledge of what your intentions are.
*Attempt to perform exams in a quiet spot if at all possible, depending on the severity of injury and safety of the scene. Demonstrating what the exam will consist of on another person first may help the person with autism have a visual knowledge of what your intentions are.•*Emphasize the comfort & reassurance repeatedly
*Emphasize the comfort & reassurance repeatedly•OTHER HELPFUL INFORMATION AND IDEAS
OTHER HELPFUL INFORMATION AND IDEAS•*When possible avoid use of sirens and flashing lights. Sound and light sensitivity is common in Autism.
*When possible avoid use of sirens and flashing lights. Sound and light sensitivity is common in Autism.•*Alert Emergency Room (ER) personnel to upgrade triage for child or adult with autism even if injuries are relatively minor. Having the person wait for medical attention may cause avoidable disruptions in the ER. Expect the sensory stimulation of the ER room such as equipment, lighting, noises, aromas and commotion to cause a negative escalation of behavior. Upgrading triage will save valuable ER time and resources.
*Alert Emergency Room (ER) personnel to upgrade triage for child or adult with autism even if injuries are relatively minor. Having the person wait for medical attention may cause avoidable disruptions in the ER. Expect the sensory stimulation of the ER room such as equipment, lighting, noises, aromas and commotion to cause a negative escalation of behavior. Upgrading triage will save valuable ER time and resources. •*If possible communicate with receiving hospitals before arrival. Request a quiet isolated area or room for the patient with autism.
*If possible communicate with receiving hospitals before arrival. Request a quiet isolated area or room for the patient with autism. •*Some autistic persons will be terrified by restraint systems used in ambulance transfers. Ideally, explain and get consent from the patient or guardian before attempting to strap onto a KED or stretcher.
*Some autistic persons will be terrified by restraint systems used in ambulance transfers. Ideally, explain and get consent from the patient or guardian before attempting to strap onto a KED or stretcher.•*An individual with autism may not respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared-- the fact that they're scared is the only thing they will be aware of -- they may not be able to process language or understand a directive when fearful.
*An individual with autism may not respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared-- the fact that they're scared is the only thing they will be aware of -- they may not be able to process language or understand a directive when fearful.•They may fixate on or stare at an object in the room (or on your body -- a badge, earrings, buttons…)
They may fixate on or stare at an object in the room (or on your body -- a badge, earrings, buttons…) •Whenever possible, avoid touching these individuals. Some, but not all, individuals with autism will become more agitated and possibly aggressive when touched. Tell them what you are going to do.
Whenever possible, avoid touching these individuals. Some, but not all, individuals with autism will become more agitated and possibly aggressive when touched. Tell them what you are going to do. •Identification can often be found on individuals with autism by a Medic Alert Bracelet or necklace used in a different way. Some families may thread the ID into a shoelace, into a belt, or as a zipper pull. A business card with personal information may be in a pocket or wallet.
Identification can often be found on individuals with autism by a Medic Alert Bracelet or necklace used in a different way. Some families may thread the ID into a shoelace, into a belt, or as a zipper pull. A business card with personal information may be in a pocket or wallet. Compiled by Susan F. Rzucidlo with the help of professionals and families across the nation. All copyrights are maintained by SPEAK Unlimited Inc. More information for first responders can be found at www.papremisealert.com PERMISSION: You are permitted and encouraged to reproduce and distribute this material in any format provided that you do NOT alter the wording in any way, you do not charge a fee beyond the cost of reproduction and you leave this notice on al reproductions. © 2003-07
Autism 101 for Fire and Rescue:
•AUTISM FACTS TO KNOW:
AUTISM FACTS TO KNOW:•50% of individuals with autism are nonverbal throughout their lifespan another 20% may present as nonverbal when highly stressed.
50% of individuals with autism are nonverbal throughout their lifespan another 20% may present as nonverbal when highly stressed.•30 - 40% of individuals with autism will develop epilepsy or some other seizure disorder during adolescence.
30 - 40% of individuals with autism will develop epilepsy or some other seizure disorder during adolescence.•Individuals with autism can't be identified by appearance. They look the same as anyone else. They're identified by their behavior.
Individuals with autism can't be identified by appearance. They look the same as anyone else. They're identified by their behavior.•*When restraint is necessary, be aware that many individuals with autism have a poorly developed upper trunk area. Positional asphyxiation could occur if steps are not taken to prevent it: frequent change of position, not keeping them face down. Individuals with autism may continue to resist restraint.
*When restraint is necessary, be aware that many individuals with autism have a poorly developed upper trunk area. Positional asphyxiation could occur if steps are not taken to prevent it: frequent change of position, not keeping them face down. Individuals with autism may continue to resist restraint.•Some individuals with autism do not have a normal range of sensations and may not feel the cold, heat, or pain in a typical manner. In fact they may fail to acknowledge pain in spite of significant pathology being present. They may show an unusual pain response that could include laughter, humming, singing and removing of clothing.
Some individuals with autism do not have a normal range of sensations and may not feel the cold, heat, or pain in a typical manner. In fact they may fail to acknowledge pain in spite of significant pathology being present. They may show an unusual pain response that could include laughter, humming, singing and removing of clothing. •*Speak in short clear phrases “Get in.” “Sit Down.” “Wait here.” An individual with autism may take longer to respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared, they may not be able to process the language and understand a directive when fearful.
*Speak in short clear phrases “Get in.” “Sit Down.” “Wait here.” An individual with autism may take longer to respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared, they may not be able to process the language and understand a directive when fearful. •*Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming. They may repeat something you said or something they heard over and over and over again. This is called echolalia and can be calming to the individual. If these behaviors are NOT presenting as a danger to themselves or others it is in your best interest not to interfere with it. Allow THE BEHAVIORS to continue as long as the individual is safe and is safe to be around. Trying to stop the behaviors will increase anxiety and may cause the individual to act out aggressively.
*Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming. They may repeat something you said or something they heard over and over and over again. This is called echolalia and can be calming to the individual. If these behaviors are NOT presenting as a danger to themselves or others it is in your best interest not to interfere with it. Allow THE BEHAVIORS to continue as long as the individual is safe and is safe to be around. Trying to stop the behaviors will increase anxiety and may cause the individual to act out aggressively.•*Autism is also known by other names, ASD -Autism Spectrum Disorder, Aspergers Syndrome, PDD- Pervasive Developmental Delay, PDD NOS- Pervasive Developmental Delay Not Otherwise Specified and of course Autism.
*Autism is also known by other names, ASD -Autism Spectrum Disorder, Aspergers Syndrome, PDD- Pervasive Developmental Delay, PDD NOS- Pervasive Developmental Delay Not Otherwise Specified and of course Autism.•Difficulties with rescue:
Difficulties with rescue:•*Force entry will be most likely. Families often need to lock doors including interior doors for safety reasons. Some families need to lock kitchen, bedrooms or bathrooms in the night.
*Force entry will be most likely. Families often need to lock doors including interior doors for safety reasons. Some families need to lock kitchen, bedrooms or bathrooms in the night.•*Barred, nailed or locked windows. This is done to keep individuals from trying to elope or wander.
*Barred, nailed or locked windows. This is done to keep individuals from trying to elope or wander.•*Plexiglass or Lexan windows may be in place. This makes access a problem for rescue.
*Plexiglass or Lexan windows may be in place. This makes access a problem for rescue.•*Fences with locked gates, these present an access problem for rescue. Think bolt cutters.
*Fences with locked gates, these present an access problem for rescue. Think bolt cutters. •*Adults with autism are just as likely to hide, like children, in a fire situation. Closets, under bed and behind furniture checks need to be done during search and rescue.
*Adults with autism are just as likely to hide, like children, in a fire situation. Closets, under bed and behind furniture checks need to be done during search and rescue.•*When moving an individual with autism quickly, wrap them in a blanket with their arms inside. This will give them a secure feeling and may help to calm them during a rescue. This will also prevent thrashing while trying to escape an emergency situation.
*When moving an individual with autism quickly, wrap them in a blanket with their arms inside. This will give them a secure feeling and may help to calm them during a rescue. This will also prevent thrashing while trying to escape an emergency situation.•*Rescue from heights: EXTREME CAUTION should be used with any rescue from heights. An aerial tower or platform would be the easiest way to remove an individual with autism. This person may aggress towards the rescuer during this operation. ALWAYS make sure you are secured before you attempt to rescue the individual.
*Rescue from heights: EXTREME CAUTION should be used with any rescue from heights. An aerial tower or platform would be the easiest way to remove an individual with autism. This person may aggress towards the rescuer during this operation. ALWAYS make sure you are secured before you attempt to rescue the individual.•*These individuals are a bolt risk after rescue. Firefighter must stay with the individual with autism.
*These individuals are a bolt risk after rescue. Firefighter must stay with the individual with autism.•OTHER ISSUES:
OTHER ISSUES:•*Frequently families with individuals with autism must use systems that may appear to be neglectful or abusive. Always be sure to investigate with a caseworker that is familiar with the family and the individual if you are unsure of the situation. Families may need to use only a mattress on the floor instead of a bed because the individual may present behaviors that are dangerous if certain furniture is accessible. Such as an individual who may wedge his/her head between a wall and furniture as a result of a sensory need. Fire fighters may find bedrooms without dressers or other furniture, or that furniture may be bolted to the wall. This may be because the individual climbs or throws furniture.
*Frequently families with individuals with autism must use systems that may appear to be neglectful or abusive. Always be sure to investigate with a caseworker that is familiar with the family and the individual if you are unsure of the situation. Families may need to use only a mattress on the floor instead of a bed because the individual may present behaviors that are dangerous if certain furniture is accessible. Such as an individual who may wedge his/her head between a wall and furniture as a result of a sensory need. Fire fighters may find bedrooms without dressers or other furniture, or that furniture may be bolted to the wall. This may be because the individual climbs or throws furniture. •*There may be beds without any blankets, sheets, pillows and such during the day. Some families teach bed making and stripping skills by doing it each night and morning. It may take years for this skill to be mastered.
*There may be beds without any blankets, sheets, pillows and such during the day. Some families teach bed making and stripping skills by doing it each night and morning. It may take years for this skill to be mastered. •*There may not be any decorations in the room or curtains on the windows. This may be due to destructive behavior or Pica (eating non food items) as opposed to neglect.
*There may not be any decorations in the room or curtains on the windows. This may be due to destructive behavior or Pica (eating non food items) as opposed to neglect. •*Feces smearing is not uncommon and may occur daily.
*Feces smearing is not uncommon and may occur daily. •*This is not to say that families who have individuals with autism are never neglectful or abusive but many methods to prevent injury provide for safety or assist in cleaning may look like something else. Firefighters are required reporters if they find anything that looks like abuse. I would ask that before reporting they check with a case manager or school official to be sure that there isn’t another reason for what they’ve seen. It is a tragedy for a family who is doing a good job with a very difficult situation to have to also defend it in court. It is very difficult for these children to be removed from their home environment if it is meeting their needs just because it looks odd.
*This is not to say that families who have individuals with autism are never neglectful or abusive but many methods to prevent injury provide for safety or assist in cleaning may look like something else. Firefighters are required reporters if they find anything that looks like abuse. I would ask that before reporting they check with a case manager or school official to be sure that there isn’t another reason for what they’ve seen. It is a tragedy for a family who is doing a good job with a very difficult situation to have to also defend it in court. It is very difficult for these children to be removed from their home environment if it is meeting their needs just because it looks odd.Written by William Cannata fire lieutenant in Massachusetts, 27 years in the fire service. Parent of a son with autism. Member of the Autism Law Enforcement Coalition, Norfolk County, MA. Dennis Debbaudt, Port St. Lucie FL, parent of son with autism and nationally recognized trainer of first responders on autism, and Susan Rzucidlo, activist and parent of a son with autism, Chester County PA All copyrights are maintained by SPEAK Unlimited Inc. More information for first responders can be found at www.papremisealert.com PERMISSION: You are permitted and encouraged to reproduce and distribute this material in any format provided that you do NOT alter the wording in any way, you do not charge a fee beyond the cost of reproduction and you leave this notice on al reproductions. © 2003-07
For more First Responder information go to Dennis Debbaudt's site at www.autismriskmanagement.com
Autism 101 for Police Officers:
•When a child or adult with autism becomes missing from their family or caregivers it must be considered a priority in the handling of the investigation. Regardless of age the case should be treated as if a child of tender age has disappeared. Time is of the essence. These individuals are prime targets for abuse and wandering without recognizing dangerous situations.
When a child or adult with autism becomes missing from their family or caregivers it must be considered a priority in the handling of the investigation. Regardless of age the case should be treated as if a child of tender age has disappeared. Time is of the essence. These individuals are prime targets for abuse and wandering without recognizing dangerous situations. •Individuals with autism can't be identified by appearance. They look the same as anyone else. They're identified by their behavior.
Individuals with autism can't be identified by appearance. They look the same as anyone else. They're identified by their behavior.•Individuals with autism tend to have an under developed upper trunk and are at higher risk of positional asphyxiation. When restraint is required officers need to be aware of this medical fact and act accordingly and be sure to adjust position often.
Individuals with autism tend to have an under developed upper trunk and are at higher risk of positional asphyxiation. When restraint is required officers need to be aware of this medical fact and act accordingly and be sure to adjust position often.•Some individuals with autism do not have the normal range of sensations and don't feel the cold. They may not seek shelter if lost out in the cold. This will affect the way a search for a lost child with autism is conducted.
Some individuals with autism do not have the normal range of sensations and don't feel the cold. They may not seek shelter if lost out in the cold. This will affect the way a search for a lost child with autism is conducted.•Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming to the officer. If these behaviors are NOT presenting as a danger to themselves or others it is in the officer’s best interest not to interfere with it. Allow it to continue as long as they are safe and safe to be around. Trying to stop it may cause the individual act out aggressively.
Individuals with autism may engage in self stimulatory behavior such as hand flapping, finger flicking, eye blinking, string twirling, rocking, pacing, making repetitive noises or saying repetitive phrases that have no bearing on the topic of conversation. This behavior is calming to the individual, even if it doesn’t appear calming to the officer. If these behaviors are NOT presenting as a danger to themselves or others it is in the officer’s best interest not to interfere with it. Allow it to continue as long as they are safe and safe to be around. Trying to stop it may cause the individual act out aggressively.•Speak in short clear phrases “get in,” “Sit Down”, “Wait here” An individual with autism may take longer to respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared, they may not be able to process the language and understand a directive when fearful.
Speak in short clear phrases “get in,” “Sit Down”, “Wait here” An individual with autism may take longer to respond to directives, and that can be because they don't understand what's being demanded of them, or even just because they're scared, they may not be able to process the language and understand a directive when fearful. •Individuals with autism should be kept away from the general prison population whenever possible, including time in holding tanks. Their lack of understanding of social situations makes them prime candidates for abuse.
Individuals with autism should be kept away from the general prison population whenever possible, including time in holding tanks. Their lack of understanding of social situations makes them prime candidates for abuse.•These individuals may have a weak understanding of cause and effect. They have little concept of consequences.
These individuals may have a weak understanding of cause and effect. They have little concept of consequences.•50% of individuals with autism are nonverbal throughout their life span another 20% may present as nonverbal when highly stressed.
50% of individuals with autism are nonverbal throughout their life span another 20% may present as nonverbal when highly stressed.•40% of individuals with autism will develop epilepsy or some other seizure disorder by the end of adolescence. Know that when dealing with an individual with autism, they may experience seizures.
40% of individuals with autism will develop epilepsy or some other seizure disorder by the end of adolescence. Know that when dealing with an individual with autism, they may experience seizures.•Officers may encounter Autism by one of its many other names. The differences are not important for officers to know. What is important is that they will be familiar enough to know that these are one form or another of Autism:
Officers may encounter Autism by one of its many other names. The differences are not important for officers to know. What is important is that they will be familiar enough to know that these are one form or another of Autism:•Autism
Autism•ASD -Autism Spectrum Disorder
ASD -Autism Spectrum Disorder•Aspergers Syndrome and/or NVLD (Nonverbal Learning Disorder)
Aspergers Syndrome and/or NVLD (Nonverbal Learning Disorder)•PDD- Pervasive Developmental Delay
PDD- Pervasive Developmental Delay•PDD NOS- Pervasive Developmental Delay Not Otherwise Specified
PDD NOS- Pervasive Developmental Delay Not Otherwise Specified•*Officers need to remember to use their Silent No More communication boards if they're faced with an individual who seems unable to communicate meaningfully.
*Officers need to remember to use their Silent No More communication boards if they're faced with an individual who seems unable to communicate meaningfully.•Individuals with autism are strongly attracted to water. Drowning is a leading cause of death among children and adults with autism. Officers should check area pools, ponds and streams when looking for a lost child. Hoses, irrigation systems and fountains would also be very attractive to them.
Individuals with autism are strongly attracted to water. Drowning is a leading cause of death among children and adults with autism. Officers should check area pools, ponds and streams when looking for a lost child. Hoses, irrigation systems and fountains would also be very attractive to them.•Whenever possible, avoid touching these individuals. Some, but not all individuals with autism, will become more agitated and possibly aggressive when touched.
Whenever possible, avoid touching these individuals. Some, but not all individuals with autism, will become more agitated and possibly aggressive when touched. •ID methods. Families use any number of ways to help children be identified.
ID methods. Families use any number of ways to help children be identified. •Medic Alert Bracelets are one way but often individuals with autism won’t wear the jewelry because they are sensory defensive.
Medic Alert Bracelets are one way but often individuals with autism won’t wear the jewelry because they are sensory defensive. •Families will thread the ID into a shoelace, into a belt, or as a zipper pull. It may also be a necklace.
Families will thread the ID into a shoelace, into a belt, or as a zipper pull. It may also be a necklace. •Some families put a business card into a small case and put it in a pocket of their children’s clothing.
Some families put a business card into a small case and put it in a pocket of their children’s clothing. •ID tags are sown or stamped into the back of collars.
ID tags are sown or stamped into the back of collars. •On vacation or in large crowd settings many of our families create temporary tattoos with the child's’ name and their cell phone numbers and place it on the upper shoulder.
On vacation or in large crowd settings many of our families create temporary tattoos with the child's’ name and their cell phone numbers and place it on the upper shoulder. •When an officer asks for identification use short simple questions, “What is your name?” “What is your address” may be more effective over the range of the spectrum than “ Give me your identification?” Extra words or long difficult words make it more difficult for these individuals to understand what is being asked. Use short simple words. Wait 3 seconds, and then ask it again. Processing requests takes time for these kids.
When an officer asks for identification use short simple questions, “What is your name?” “What is your address” may be more effective over the range of the spectrum than “ Give me your identification?” Extra words or long difficult words make it more difficult for these individuals to understand what is being asked. Use short simple words. Wait 3 seconds, and then ask it again. Processing requests takes time for these kids. •If they are nonverbal or appear to be nonverbal, they may be able to write or type the information you need, offer a pen and paper or computer. They also may be able to read above their speaking ability. Writing questions may be helpful in gathering information.
If they are nonverbal or appear to be nonverbal, they may be able to write or type the information you need, offer a pen and paper or computer. They also may be able to read above their speaking ability. Writing questions may be helpful in gathering information.•*Because these individuals thrive on routine, officers may be more likely to receive calls from our families during times of the year when routines are disrupted: for example, the end of December and during summer vacation. Any change in routine can cause the emergence of challenging behaviors. That would be early June, late August and the end of December.
*Because these individuals thrive on routine, officers may be more likely to receive calls from our families during times of the year when routines are disrupted: for example, the end of December and during summer vacation. Any change in routine can cause the emergence of challenging behaviors. That would be early June, late August and the end of December. Susan F. Rzucidlo compiled this information from families and police officers across the nation. All copyrights are maintained by SPEAK Unlimited Inc. More information for first responders can be found at www.papremisealert.com PERMISSION: You are permitted and encouraged to reproduce and distribute this material in any format provided that you do NOT alter the wording in any way, you do not charge a fee beyond the cost of reproduction and you leave this notice on all reproductions. © 2003-07
