A Better Understanding:

Children on the Spectrum as it

Relates to Missing Persons

By: Joshua Adcock, Joshua Geiger and Griffin Tracy

Western Carolina University
 Abstract

Children on the spectrum pose unique perspectives to be

considered in the field of Emergency and Disaster Management and
Law Enforcement. This paper will first address literature in
behavioral science that will help explain different diagnosis and
behaviors associated with each. The second part will address
misconceptions and stigma of individuals on the spectrum which
directly connects to the need for more appropriate training for law
enforcement and emergency response professionals. The last part
will address the specific challenges in the recovery of those with a
variety of behavioral and social disorders.
 Being better professionals

● We were charged in Dr. Briggs’ Missing Person’s course to educate ourselves on children
with Autism and what unique situations it posses to law enforcement and emergency
response.

● This presentation is a brief collection of what we learned to help us be better prepared

as future professionals.

● We think it is important to help spread the word about unique challenges that are
present when a child on the spectrum goes missing, and to help share some of the
misconceptions of characteristics of these children (and adults).
 What does it mean to be on the spectrum?

Being on the spectrum means that an individual has a behavioral or developmental

challenge that is consistent with autism spectrum disorder (ASD). ASD affects children’s
communication, social, and play skills. Children can be on variations of the spectrum.

ASD disorders include: Pervasive developmental disorder (PDD), Pervasive

developmental disorder-not otherwise specified (PDD-NOS), Asperger syndrome, High
functioning autism.

Being on the spectrum can directly impact a child’s behavior which creates unique
issues that police and emergency personel should take into consideration.

(Esposito-Balboni, 2016)
 Bringing Awareness

Since children on the spectrum often have less fear to

wander away, this presents specific risks.

It is important for information to be shared.

 Autism wandering tips for parents

According to NCMIC research indicates it is important for parents

who have a child with autism to identify potential risks, traits, fears
and interest and share those with emergency responders. Be ready
to identify where the child might go: relatives, teachers, or
neighbors

Parents can be cognitive and pre-identify landmarks surrounding the

area they live that can pose potential risks for their child. Ex) bodies
of water, highways, and construction sites

Be proactive with local law enforcement connecting with programs

that can help track their child in case they go missing.
 Autism wandering tips for the community

NICMIC recommends sharing information that helps educate the

public and emergency responders.

For example, approaching children with autism in the wrong way can
potentially scare them which can push them futher/cause to run.

Letting the child feel safe is important, make connections with

something the child is attracted to: “trains” “cars”… is helpful.

Emergency responders/police should not expect to “shout orders.”

 Common or known behaviors of children on the
spectrum
Some of the behaviors of children on the spectrum include:

● Variant body language or facial expressions and avoiding eye contact

● Unlikely to approach others and tend to avoid social interactions
● Difficulty understanding social cues
● Resistance to physical contact
● Speaking in an abnormal tone of voice
● Hard time understanding simple statements or questions
● Variant posture or unusual ways of moving (rocking)

These are some of many behavioral differences that children on the spectrum may experience.
When search and rescue teams/police are looking for a missing child on the spectrum, it is
important to keep these behaviors in mind.

(Smith, Segal, and Hutman, 2019)

 Risk Factors

According to NICMIC children with autism can typically have

interests in things that could potentially produce hazardous dangers
to them.

Bodies of water, bright lights, roadways/highways, and trains are

among a few of these dangers.

Almost half of children on the spectrum will roam away from safe
environments.
 Search patterns
According to SAR field search methods search around the home! Often seaarchers have made the mistake to
extend search too far from PLS, and the victim was home the whole time.

Hasty search- This is when a team of about ten to twelve trained searchers will be placed in a virgin search area
and break off to search for clue to where the victim was or went. Hasty searches are used to cover as much
ground as fast as possible.

Grid search- This is the most recognized search pattern where there a line formed and searchers clear area as a
group.

Choke point search- This is where there is a natural choke point in the search area where the victim will most
likely end up, searchers can use this to cover most likely areas first and work their way out to hopefully run into
the victim.

Track Trap search- This is when an individual leaves tracks of where they are walking, and searchers can use
these tracks to follow and find the individual. It is also common for trackers to bring their own sand and place it
in areas they suspect the individual might go through to make their own tracks.

(n.d.)
How Search patterns differ for people on the spectrum

According to Search and Rescue (2019).

● When looking for missing people on the spectrum, search and
rescue teams should check any location that has water.
Whether that be lakes, rivers, or ponds as these are common
places for them to wander.
● Many children on the spectrum in most cases will not
experience fear which may cause them to travel to locations
most people will not go. With this in mind, rescuers must not
disregard searching any location. Don’t be guilty of making
assumptions.
How children on the spectrum are perceived by society

● The perception of people on the autism spectrum is based on an

individual’s background and level of experience. Ignorance is common.
● Caregivers and close friends tend to be closest to people on the
spectrum and provide most of their social interactions throughout the
day.
● Due to the fact that children on the autism spectrum participate less in
public social settings, it can be harder for others to understand and
know how to interact.
● There is often judgemnt passed on people on the spectrum because of
their difference in actions and behaviors.
(Simpson, Keen, Adams, Alston, and Roberts, 2018)
 How law enforcement tendencies sway the view of
people on the autism spectrum

According to the website autismspeaks.org (2019) many of the traits of children on the
spectrum can imitate those of an individual police officers view as a suspicious person.

Children with autism may express signs of social anxiety along with a lack of eye contact and
trouble with language which may be seen as suspicious behavior to police if it seems like they
do not want to be interacting with law enforcement officials.

Even the desire by some to wear hoodies because it helps drown out distractions and sound is
often incorreclty intrepreted by police.

More recently some police departments in the U.S. offer some form of training in dealing with
the behaviors of children on the spectrum however, the training is not required which leaves
gaps between departments who do not have officers that regularly receive this training.
 How a situation with someone on the spectrum is
different for law enforcement

Autismspeaks.org (2019) talks about how many law enforcement agents are not regularly
trained to handle situations with kids on the autism spectrum. People who fall on the spectrum
might show different tendencies in behavior such as:

● Have an impaired sense of danger.

● Wander to bodies of water, traffic or other dangers.
● Be overwhelmed by police presence.
● Fear a person in uniform (ex. fire turnout gear) or exhibit curiosity and reach for
objects/equipment (ex. shiny badge or handcuffs).
● React with "fight" or "flight".
● Not respond to "stop" or other commands.
Connor Level’s

According to Hanna Furfaro (2018), Connor Level was 14 and already diagnosed with autism
at the time of his near arrest July of 2017 (2018) . Connor was flickering and staring at a
piece of sting when a police officer approached him in a park. In just a few minutes the
officer was holding down Connor on the ground. The officer’s body camera caught the entire
ordeal on tape and in the video you can clearly hear Connor telling the officer he was
stimming. Due to the officers lack of knowledge on what stimming is and the signs of autism
he assumed that Connor had taken drugs. Connor ended up not getting charged, but left the
scene bruised and bleeding, with an ankle injury that required surgery six months later.
 Recommendations for law enforcement and search
teams when interacting with an individual on the
spectrum

According to autismspeaks.org (2018) it is important for officers to consider these things when
interfacing with a person with autism:

● Be patient and give space

● Use easily understood sentences
● Allow time for response with no pressure
● Pay attention to the disposition of the person. Try to eliminate sources that create anger
for the individual
● Avoid quick movements and loud noises
● Avoid physical contact with them unless necessary

These are some basic things for officers to consider when interacting with someone that has
autism. These things will help result in a more positive interaction.
 Community Outreach

Informing the public and families of children on the spectrum of different behaviors or
tendencies to be aware of is the greatest tool law enforcement has at their disposal to prevent
a child on the spectrum from finding themselves lost in the woods. Things that people should
know and how they can help to prevent this from happening include:

● Incorporate water safety into social stories

● Implement a fence and locking system on any public or private pools
● There are special swim classes offered just for children with autism
● Children with autism are drawn to items that stimulate specific senses such as touch,
sound, smell, etc.
● There are companies that sell tracking technology that will inform others if the child has
potentially wandered off.
(Angel Sense Blog, n.d.)
 Tracking Technology
(Autismspeaks.org, 2019)
Alert Me Bands
● Alerts who to call in an emergency
● Communicates and creates awareness
for medical/special needs and allergy
indications
● The bands are adjustable
● Impossible for the child to remove on
their own
Amber Alert GPS
● Instant 1 touch contact between
wearer and caregiver
● Can speak and receive calls to care
giver
● Give precise GPS coordinates
● Issue an email SOS to pre-selected
recipients
 Tracking Technology
(Autismspeaks.org, 2019)

Angel Scenes Find‘em Scent Kit

● Provides GPS and voice monitoring ● Provides a child’s personal scent to
solution Search and Rescue First Responders
● Can watch child's daily routine in real ● The scent safe container can be
time stored for up to one yet
● Get alerts of location changes outside
of routine
● Designed to address sensory issues
Any Questions?
 References
Angle Sense blog (n.d.) Why Are Children with Autism Drawn to Water? Retrieved from https://www.angelsense.com/blog/autistic-children-drawn-water/

Esposito-Balboni, K. (2016) What does it mean to be on the spectrum? Milestones. Retrieved from
https://advancingmilestones.com/news/what-does-it-mean-to-be-on-the-spectrum/

Furfaro, H. (2018) Why police need training to interact with people on the spectrum. Spectrum. Retrieved from
https://www.spectrumnews.org/features/deep-dive/police-need-training-interact-people-spectrum/

Information for law enforcement. (2019). Retrieved from https://www.autismspeaks.org/information-law-enforcement

Kentucky Emergency Management (n.d.). SAR Field Search Methods. Retrieved from
https://kyem.ky.gov/Who%20We%20Are/Documents/SAR%20Field%20Search%20Methods.pdf

National Center for Missing and Exploited Childeren. (n.d.). Retrieved from http://www.missingkids.com/theissues/autism#riskfactors

Safety products and services. (2019). Retrieved from https://www.autismspeaks.org/safety-products-and-services

Search and rescue. (2019). Retrieved from https://www.autismspeaks.org/search-and-rescue

Simpson, K., Keen, D., Adams, D., Alston, K. & Roberts, J. (2018) Participation of children on the autism spectrum in home, school, and community. Child: Health &
Development, 44(1), 99-107. https://doi.org/10.1111/cch.12483

Smith, M. Segal, J. & Hutman, T. (2019) Autism Spectrum Disorders. HelpGuide. Retrieved from
https://www.helpguide.org/articles/autism-learning-disabilities/autism-spectrum-disorders.htm