A6 Hooven Autism and Police Interactions · soap operas, celebrities, pop music, fashion, horses,...

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AUTISM AND POLICE

INTERACTIONS

Presented by:

Kate Hooven, MS, Justice System Consultant

INTRODUCTION

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JUSTICE TRAINING | 3

WHAT IS THE ASERT?

Autism Services Education Resources & Training

• Funded by the Bureau of Autism Services, Pennsylvania Department of Human Services.

• A unique partnership of public and private entities.

• A key component of the BAS strategy for supporting individuals with autism and their families throughout Pennsylvania.

EASTERN REGIONEASTERN REGION

CENTRAL REGIONCENTRAL REGION

WESTERN REGIONWESTERN REGION


ROLE AND PURPOSE OF ASERT

Bring together local, regional, and statewide resources

Support (not replace) existing community efforts and activities

Develop innovative projects based on data, community need, and commonwealth priorities

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HOW DOES ASERT SUPPORT THE COMMUNITY?

Support and resource navigation through the ASERT Resource Center

Free, catered trainings

Maps of support groups and other community resources

Catered data analysis to support advocacy and community activities

Resources, infographics, social stories, and newsletters


#THEDRESS

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AUTISM 101

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AUTISM HAS NO PHYSICALCHARACTERISTICS

HISTORY OF AUTISM: DSM CLASSIFICATION

1987

DSM‐IIIR criteria for diagnosing autism

1994‐2000

DSM‐IV and DSM‐IV‐TR expand autism

definition and include Asperger Syndrome

2013

DSM‐5 collapses all autism diagnoses into one diagnosis: Autism Spectrum Disorder

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AUTISM IS A COMPLEX, SPECTRUM DISORDER

ASD

Communication Difficulties

Social Impairments

Restrictive and Repetitive Behaviors

Challenges with Adaptive and Maladaptive Functioning

“Functioning” Level Does Not Indicate a Lack of Support Needs

Differing Verbal Capabilities

EXPLAINING THE SPECTRUM

Low functioning High functioning

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Low functioning High functioning

EXPLAINING THE SPECTRUM

THE AUTISM SPECTRUM: RECONCEPTUALIZED

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AN INDIVIDUAL WITH AUTISMMAY:

Source: Debbaudt, Dennis. Autism Safety Education & Training: aset911.com

An In

dividual with

Autism M

ay:

Act deaf, not respond to your commands or his/her name

Have an impaired sense of danger

Have a heightened flight or fight response

Avoid eye contact

Have heightened sensory perception

Not tell you if they are hurt

Be drawn to water

Engage in repetitive behavior

Try to touch your badge, handcuffs, etc.


SYMPTOM DOMAIN #1: SOCIAL INTERACTION

1

Lack of Attention to

Faces

2

Reduced Eye Contact

Lack of Social Reciprocity

3

4

Difficulty in Receiving and Expressing Emotions

5

Difficult in Developing Peer Relationships

6

Difficulty in Using Nonverbal Social Communication

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SYMPTOM DOMAIN #2: COMMUNICATION DIFFICULTIES

Absence or Delay in Language

Stereotyped or Repetitive Use of

Language

Difficulties in Initiating or Maintaining Conversation

Deficits in Voice Tone

Lack of Social Play


LANGUAGE

Speak clearly and concisely

Speak in a calm, quiet

voice

One command at a

time

Ask if they understand

No slang or abstract language

Give them time to respond

Repeat or rephrase

One person talks at a time

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ECHOLALIA

Immediate Echolalia“Do you have ID?”

“Do you have ID?”Keep in mind when giving a choice, they may always repeat the last choice.

Delayed Echolalia“Do you have ID?”

“Can you hear me now? Good.”


SYMPTOM DOMAIN #3: RESTRICTED OR REPETITIVE

BEHAVIOR

Stereotyped, Repetitive Motor

Mannerisms

Restricted Interests

Inflexible Adherence to Routines or

Rituals

Preoccupation with Parts of

Objects

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CHANGE IS A CHALLENGE

How change may appear:

Same is “safe”

Change causes

reactions

Unknown can be scary

Defiance

Stubbornness

Melting Down

Shutting Down

Failure to Adjust


PREPARING FOR CHANGE

Provide visual cues

Practice

Give advance notice

Keep sensory needs in mind

No vague or abstract language

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WHAT MIGHT A DISRUPTION IN ROUTINE LOOK LIKE?


SIGNS OF POSSIBLE OVERSTIMULATION

Flapping Pacing Rocking

ScriptingLoud

Verbalizations

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OVERSTIMULATION CAN LEAD TO…

Tantrums (e.g. yelling, flapping)

Eloping (running away)

Self Injurious Behavior (biting self, hitting head)

Aggression

DATA

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MALE V. FEMALE PREVALENCE

1 in 59 1 in 38 1 in 152


AUTISM PRESENTATION IN MALES V. FEMALES

Source: nature.com

Domain Characteristics More Often Present in Females Than in Males

Social Interaction

Greater awareness of the need for social interaction

Desire to interact with others

Passivity (a “loner”), often perceived as “just being shy”

Tendency to imitate others (copy, mimic, or mask) in social interactions, which may be exhausting

One or few close friendships

Tendency to be “mothered” in a peer group in primary school but often bullied in secondary school

Communication

Better linguistic abilities developmentally

Better imagination (fantasies and escapes into fiction, and pretend play, but is prone to being nonreciprocal, scripted, and overly controlled)

Restricted, repetitive patterns of behavior, interests or activities

Restricted interests tend to involve people/animals rather than objects/things (e.g., animals, soap operas, celebrities, pop music, fashion, horses, pets, and literature), which may be less

recognized as related to autism

Other

Tendency to be perfectionistic, very determined

Tendency to be controlling (in play with peers)

Avoid instructions (passively)

Tendency to have episodes of eating problems

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INCREASING PREVALENCE


AUTISM PREVALENCE IN PENNSYLVANIA

19,862

55,830

188,000

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

2009 2014 2014*

Applying CDC Prevalence

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WHY IS THE PREVALENCE INCREASING?

Source: nature.com


AUTISM IS A LIFESPAN DISORDER

Autism is not a childhood disorder and does not go away in adulthood, though the symptoms and presentation

may change.

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SERVICE SYSTEMS ACCESS BY AGEPre‐Elementary:

EI services are available until age 5

Elementary:Special Ed and BHRS services

Middle/High School:Special Ed until age 22 and BHRS

services until age 21

Adults:~500+ slots for the Adult Autism Waiver and Adult

Community Autism Program

SO WHAT?

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SAFETY IS THE GOAL

A better understanding of autism will help keep you, the individual, and the community

safe.

A better understanding will help prepare you for interacting with individuals with autism to better

support them and their families.

WHAT MAY IMPACT SAFETY

Misreading Social Cues

Difficulty Understanding Social Rules

Sensory Issue

Processing Delays

Lack of Eye Contact

Scripting/Repetition

Problems with Emotional Regulation

Executive Functioning

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HOW TO APPROACH SOMEONE WITH AUTISM

Slowly and cautiously

Give verbal warnings

Keep your voice quiet and calm

If possible, do not put your hands on the individual

Ask if they understand what you are saying

Ask to repeat back what you said


IN OTHER WORDS…

S.

Stay calm

A.

Ask clearly

F.

Facilitate Understanding

E.

Explain the Process

R.

Repeat commands

Be

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THE DO’S FOR A POSITIVE INTERACTION

• Do maintain a safe distance• Do look for autism identifiers (bracelet,

card)• Do remain calm• Do reassure that you are there to help• Do model the behavior you are requesting• Do turn down/off radio, siren, lights and

keep canine in car


Do’sDon’ts

DO’S CONTINUED

• Do ask if they are hurt

• Do use pictures or visuals if possible

• Do ask if they have autism

• Do recognize that change is very

difficult


Do’sDon’ts

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AND THE DON’TS

• Don’t stop repetitive behavior if not injuring self or others

• Don’t touch the individual• Don’t take preferred items or objects if not

dangerous• Don’t use quick or sudden movements• Don’t give too many commands or choices• Don’t interpret their silence or failure to

respond as non‐compliance


Do’sDon’ts

DON’TS CONTINUED

• Don’t force eye contact

• Don’t assume lack of eye contact means deception


Do’sDon’ts

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Ten Domains of De‐escalation

1. Respect personal space

2. Do not argue with the person

3. Establish verbal contact

4. Be concise and repeat yourself

5. Identify wants and feelings

6. Listen closely

7. Agree or agree to disagree

8. Set clear limits

9. Offer choices and optimism

10. Debrief individual

Keep in mind that behavior, verbal or nonverbal, can be extremely powerful.

Some individuals with ASD may not be able to speak; however, they still communicate.

Communication methods can include: gestures, motor movements, boards, talkers, facial expressions, and vocalizations to name a few.

Keep in mind that for all people (both verbal and nonverbal) behavior can be a powerful means to express a need, feeling, or preference.

Communication in Crisis Situations

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Important Considerations

• Poor understanding of cause and effect.

• Over‐select irrelevant environmental stimuli.

• Attracted to water.

• Emergency situations will increase anxiety.

• Bolt risk important to stay with the individual.

• May hide (especially important for rescue situations).

• May become agitated and aggressive if restrained.


Information from Caregiver

• Unless the individual with autism requires immediate intervention, discuss with the caregiver how best to approach them.

• Distraction techniques should be embraced as appropriate.

• Ask specifically about techniques to question the individual with autism, how to approach them and textures or gestures to avoid.

• Disseminate to the entire staff.

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Obtaining the History

• Obtain history from both the individual with autism and the caregiver.

• Directly address the individual and reorient the conversation to the patient.

• Establish how the individual communicates ‘yes’ and ‘no’ either by asking directly or showing how he/she can do this.

• Keep questions short, direct and simple. Avoid multi‐step questions.

LAW, POLICE DEPARTMENT, AND SAFTEY

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WHAT IS THE LAW?

Laws are rules we have to follow

Laws help keep people safe

Laws help keep order


WHAT IS A POLICE OFFICER?

A police officer is a man or woman who helps enforce the law

Sometimes police officers are called “cops”

Police officers make sure we follow the law and help keep us safe

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BREAKING THE LAW

The term breaking the law means not following a law (or a

rule)

Sometimes people break the law on purpose or by

accident

Even if a law was broken by accident,

there are still consequences

Anyone who breaks the law (even if they have a disability) can get in trouble


WHAT HAPPENS IF I BREAK THE LAW?

1)• If I break the law on purpose or by accident, a police officer may arrest me

2)• The police officer will read me rules about what I can say and do

3)• If I don’t understand these rules, it’s ok not to say anything

4)• The police officer may handcuff me to keep me and others safe

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WHAT HAPPENS IF I BREAK THE LAW? (CONT.)

5) •I may have to ride in the police car

6)•The police officer may take me to the police station

7)•The police officer will let me call someone (my parents, someone else I trust)


SOME THINGS I MAY BE ASKED TO DO

BY A POLICE OFFICER

Submit a urinalysis

Process for fingerprints

Process for DNA

Pat down or search of my person and belongings

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POLICE OFFICER VERBAL COMMANDSWhat a Police Officer Says What a Police Officer Means

Hands behind your back Hands behind your back at your waist

Cuff him Officer is going to place handcuffs on you

Take a seat Sit down

Show my your hands Put your hands straight up in the air over your head

Get down Lie face down on the ground

Exit the vehicle Get out of the car

Stand by Wait

Do you copy? Do you understand?

Show me your ID Show the officer your identification (like a driver's license)


POLICE OFFICER SLANGWhat a Police Officer Says What a Police Officer Means

Suspect Person under investigation or arrest

Disturbance Fight

Juveniles Kids

Affirmative Yes

Negative No

10‐4 Okay

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SHARING MY DIAGNOSIS

Officers may not recognize symptoms of ASD and may misinterpret

them

Officer may assume you are under the influence of drugs or alcohol

Officer may believe you

have a mental health

diagnosis

Officer may assume you are being

uncooperative

Officer may be concerned if you don’t make eye contact


HOW TO SHAREMY DIAGNOSIS

“I have autism”

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Social Stories: The Law


DO’S AND DON’TS FOR POLICE

INTERACTIONS

Do’s:

Tell the officer your name and diagnosis (if you choose)

Tell (or point to) the officer if you have ID

Always keep your hands visible

Ask to contact your parents or someone you trust

Inform the officer of any sensitivities you have

Don’t:

Ever touch an officer’s weapon or anything on the officer

Talk to the officer about what happened without your parent present

Reach into your pocket

Run away from the police officer

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PARENTS OR CAREGIVERS ROLE

PLAN (Prepare, Learn, Advise, Notify)

Prepare your child by

teaching them what to do

during a police interaction

Learn from your local police

what typically happens during

a police interaction

Advise the police of any hiding spots, wandering concerns, interests or

behaviors they need to be aware of

Notify all local authorities of your child’s autism

diagnosis in case of a police

contact or another

emergency


WANDERING

Advise police of various

obsessions

Advise police if there are bodies

of water (streams,

ponds, lake, pools) nearby

Advise police of hiding places when stressed or overwhelmed

Advise police if there are places

the autistic individual finds comfort or joy

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WRAP UP

DOING YOUR OWN RESEARCH

The amount of information on ASD available can be

overwhelming.

Make informed decisions while doing your research.

ASAT Online

www.asatonline.org

ASERT www.paautism.org

CDCwww.cdc.gov

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CREATING A PAAUTISM.ORG ACCOUNT


FOLLOW‐UP TRAINING?

Email [email protected]

Call us!215‐571‐3181 or215‐571‐3449

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ASERT is funded by the Bureau of Autism Services, PA Department of Human Services

Website: www.PAautism.orgEmail: [email protected]

[email protected]

A6 Hooven Autism and Police Interactions · soap operas, celebrities, pop music, fashion, horses,...

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