for People with Developmental & Cognitive Disabilities, including autism

2011 Emily Iland, M.A.

Vice President, Autism Society Los Angeles Project Manager, ASLA-LAPD Autism Awareness Program CLEAR Project manager www.asa-la.org emilyiland@gmail.com

2011 Emily Iland, M.A.

Learn what you can do to promote your own safety to help individuals with intellectual and cognitive disabilities be safe in the community To prepare for emergencies and disasters

2011 Emily Iland, M.A.

Proactive tools to be prepared or prevent problems In-the-moment tools Lifelong learning & safe behaviors

2011 Emily Iland, M.A.

Tracking devices for emergency law enforcement use For those who are likely to wander away or leave intentionally Emfinders cellular locator www.emfinders.com

http://www.youtube.com/watch?v =TKXx3O0I1Cs

2011 Emily Iland, M.A.

Enable GPS settings on your family cell phones Upload an APP like http://www.celltrakr.com/Family Cellular provider systems Verizon Family Locator, $9.99/month Sprint Family Locator free app, $5/month

2011 Emily Iland, M.A.

http://www.medicalert.org/

http://www.mypreciouskid.com/

2011 Emily Iland, M.A.

For home or auto Indicates occupant has autism & may not respond to emergency personnel. Includes a personal information record

http://www.autism-society.org/living-with-autism/ how-we-can-help/safe-and-sound/

2011 Emily Iland, M.A.

www.autismwestmidlands.org.uk/attention

2011 Emily Iland, M.A.

Confidential Information about Person with Special Needs ______ Last Name ___________________First Name ____________ Nickname (if any)____________________ Date of Birth: ________________________ Age:________ Male Female Hair Color: ________________ Eye Color: ________________ Height:___________________ Weight___________________ Race: _____________________________________________ Diagnosis/Disability: _________________________________

Date:

Identifying Features (scars, moles, etc.) ___________________________

Identification on Person (ID bracelet, necklace, tags, locator device, other) __________________________________________________
Suggestions for approaching person and de-escalation techniques: _______________________________________________
2011 Emily Iland, M.A.

Visit your local police station Show/provide a personal information sheet Make sure the watch commanders understand different reasons the individual could potentially be involved with the police Get the police perspective: How does the system work?

2011 Emily Iland, M.A.

More eyes and ears More help and understanding

2011 Emily Iland, M.A.

Protect themselves, family, friends, personal care assistant and others in the support network in the event of an emergency/disaster. Post the plan where everyone will see it, keep a copy with you and make sure everyone involved in your plan has a copy.

72hours.org http://www.fema.gov/library/viewRecord.do?id= 1442

2011 Emily Iland, M.A.

Where you are What is happening: be BRIEF and CLEAR Why you need the police

2011 Emily Iland, M.A.

Whether someone is injured

Who you are Weapon involved?

IF there is a weapon, say so OR state that the person does not have a weapon
2011 Emily Iland, M.A.

Include key information for interacting Diagnosis Cognitive level Communication Behaviors Medications
2011 Emily Iland, M.A.

Decide, what is the most important thing the police need to know in this response? Find the words to express this clearly. Describe specific, concrete behaviors. Tell the police the kind of help you need. Keep the list of key information near the phone so you can follow it and stay on track. Become more aware of your location when out in the community

2011 Emily Iland, M.A.

In an arrest situation Use the right to remain silent!

2011 Emily Iland, M.A.

Know about his or her own disability Self-advocacy skills Words to manage the situation: I need help, too fast, I dont understand, I want a lawyer

2011 Emily Iland, M.A.

When you become 18 http://www.calbar.ca.gov/Public/Pamphlets /WhenYouBecome18.aspx

2011 Emily Iland, M.A.

Access at the CLEAR website Assess need Focus on skills to build, risky behaviors to replace Turn these things into IEP goals, transition plan goals, independent living goals, vocational goals, etc.

2011 Emily Iland, M.A.

1. 2. 3.

Eliminate all dangerous behavior. Eliminate potentially dangerous behavior. Learn complete care of his or her own body to the maximum extent possible. 4. Know who he or she can access, touch, continue to talk to, or follow. 5. Know how to access, the property of 6. Be able to take NO for an answer. 7. Know how to ask for help. 8. Identify and express internal states. 9. Learn empathy for the feelings of others. 10. Give negative feedback appropriately. 11. Make Plan B: Repair Strategies.

2011 Emily Iland, M.A.

2011 Emily Iland, M.A.

Situations now clearly dangerous Potentially dangerous behaviors that do not cause harm now but could in the future Dangerous situations that we now control but that put the person at risk as they become bigger, more determined or more independent.

2011 Emily Iland, M.A.

 Eliminate

behaviors that are a danger to self Eliminate behaviors that endanger others Eliminate behaviors that can become or be misinterpreted as criminal Eliminate behaviors that could cause the person to be victimized
2011 Emily Iland, M.A.

Dangerous Potentially Dangerous Stigmatizing Conventional

2011 Emily Iland, M.A.

2011 Emily Iland, M.A.

Person

And the affections that go with them

2011 Emily Iland, M.A.

Teach rules to follow with different people on the circle of friends Teach how to look for signs if attention is welcome or unwelcome Teach skills to take no for an answer in its many forms and go away Need to know how to say NO and GO

2011 Emily Iland, M.A.

2011 Emily Iland, M.A.

The difference between mine and not mine The difference between OK to touch and not OK to touch How to ask first Who to ask, and how to ask to access property of others Taking NO for answer...

2011 Emily Iland, M.A.

and

2011 Emily Iland, M.A.

and
Handle it if that is not the desired response
2011 Emily Iland, M.A.

Use charts, social stories, choice cards, to help with decision making Teach appropriate words to use to express frustration or other emotions Teach physical coping skills to help cope with an undesired answer, such as walking away, calm breathing, stretching...

2011 Emily Iland, M.A.

Community and Law Enforcement Aware Response: education and awareness to prevent crime and improve outcomes in problem or criminal situations Help first responders recognize autism and other invisible disabilities and respond effectively Help individuals with disabilities avoid criminal involvement including victimization Help the person participate calmly in an arrest or other emergency

2011 Emily Iland, M.A.

Co- Author with Barbara Doyle of Autism Spectrum Disorders from A to Z (Future Horizons, 2004) & Autismo A-Z Author of Drawing A Blank: Improving Comprehension for Readers on the Autism Spectrum 28693 Bouquet Canyon Road Suite C-333 Saugus CA 91350 phone 661-297-4205 emilyiland@gmail.com

2011 Emily Iland, M.A.