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UNIT TITLE: 4.0.0

UNIT NUMBER: Autism and other Developmental Disabilities

Maine Criminal Justice Academy15 Oak Grove Road

Vassalboro, ME 04989

Prepared by: Autism Committee Date: April 9, 2008

Autism and other Developmental Disorders

This lesson plan was developed by a very dedicated group of individuals who are not only in the law enforcement field, but have dealt with Autism or other developmental disorder on a personal basis. Their devotion to these disorders and to the law enforcement community makes this lesson plan especially appropriate for presentation as a mandatory topic.

We would especially like to thank Matthew Brown, Federal Probation Officer and leader of this subcommittee. Matt has been bringing this topic to officers all around the state for a long time, and now finally has some help getting the message out. We at the Academy wish to recognize Matt and the rest of this committee for the tremendous job they have done.

Autism Committee

Wayne Brooking Matt Brown

Bryan Letarte Joanne MasonApril Pearce:

Judi Regina-WhitelyLarry Rose

Amy WilliamsKenny Williams

Rich Cutliffe

Instructional Goal

Performance Objectives

Proactively educate both law enforcement and parents/care-givers Proactively educate both law enforcement and parents/care-givers about Autism and other developmental disabilitiesabout Autism and other developmental disabilities

After this unit of instruction the student will be able to:

4.0.1 Define/explain DD/Autism-causes, incidence, and common characteristics

4.0.2 Explain why it is critical for law enforcement to know about DD/Autism 4.0.3 Describe how we can safely deal with an individual with ASD.4.0.4 Inspire law enforcement to reach out into their communities and interact with folks with an ASD.

Administrative Information

Estimated Time Range:

Presentation Methods / Media

Methods Media

Material & Equipment

Student outside assignments:

Androscoggin County Sheriff’s DepartmentLesson Plan Outline

2 hours

Interactive DiscussionPowerPoint “Autism and Developmental Disabilities”

Laptop computerLCD ProjectorScreenFlip Chart and Stand with markers

none

Maine Criminal Justice AcademyLesson Plan Outline

Outline of instructional Unit Objectives & Notes

PPT # 4

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PPT # 6

I. What is a Developmental Disability?

A.A. An often times severe and chronic disability which –An often times severe and chronic disability which –

B.B. Originates at birth or before age 22Originates at birth or before age 22

C.C. Is expected to continue indefinitelyIs expected to continue indefinitely

D.D. Results in significant functional limitations in some areasResults in significant functional limitations in some areassuch as:such as:

1.1. Self careSelf care2.2. LearningLearning3.3. LanguageLanguage4.4. MobilityMobility5.5. Independent livingIndependent living6.6. Social interactionSocial interaction

II.II. Types of DisabilitiesTypes of Disabilities

A.A. Mental RetardationMental Retardation

B.B. AutismAutism

C.C. Cerebral PalsyCerebral Palsy

D.D. Vision/hearing lossVision/hearing loss

E.E. Brain injuryBrain injury

F.F. Spin bifidaSpin bifida

III.III. Mental RetardationMental Retardation

A.A. Limitation in functioning related to limited intelligenceLimitation in functioning related to limited intelligence

B.B. IQ below 70 (90% mild mental retardation)IQ below 70 (90% mild mental retardation)

C.C. Issues relating to: communicating, social skills and self Issues relating to: communicating, social skills and self carecare


D.D. Affects 3 out of every 100 personsAffects 3 out of every 100 persons

IV.IV. Possible clues to Mental RetardationPossible clues to Mental Retardation

A.A. Limited vocabularyLimited vocabulary

B.B. Difficulty answering questions and/or understanding Difficulty answering questions and/or understanding commandscommands

C.C. Limited attention spanLimited attention span

V.V. Challenges with ContactsChallenges with Contacts

A.A. Easily overwhelmed by Police presenceEasily overwhelmed by Police presence

B.B. May try to hide disabilityMay try to hide disability

C.C. Very vulnerable to suggestionVery vulnerable to suggestion

D.D. Want to please questionerWant to please questioner

VI.VI. Cerebral PalsyCerebral Palsy

A.A. Disorder of movement and coordination caused by brain Disorder of movement and coordination caused by brain abnormalityabnormality

B.B. Annually, 8,000 infants diagnosedAnnually, 8,000 infants diagnosed

C.C. Half of population use braces, walkers or wheelchairsHalf of population use braces, walkers or wheelchairs

D.D. May have other Developmental Disabilities such as Mental May have other Developmental Disabilities such as Mental RetardationRetardation

VII.VII. Characteristics of Cerebral PalsyCharacteristics of Cerebral Palsy

A.A. Unsteady gaitUnsteady gait

B.B. Stiff and jerky movementsStiff and jerky movements

C.C. Poor balancePoor balance

D.D. Sudden involuntary movementsSudden involuntary movements


PPT # 7

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PPT # 9

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E.E. ImplicationImplication : can look like someone who is under the : can look like someone who is under the influence of alcohol or drugsinfluence of alcohol or drugs

VIII.VIII. Other forms of Developmental DisabilitiesOther forms of Developmental Disabilities

A.A. Vision/hearing impairmentVision/hearing impairment B.B. Learning disabilitiesLearning disabilities

C.C. Epilepsy / seizure disorderEpilepsy / seizure disorder

D.D. Jaundice / KernicterusJaundice / Kernicterus

E.E. Attention deficit disorder (ADD)Attention deficit disorder (ADD)

F.F. Attention deficit hyperactivity disorder (ADHD)Attention deficit hyperactivity disorder (ADHD)

IX.IX. What is Autism?What is Autism?

A, A neurological disorder that affects each person to a A, A neurological disorder that affects each person to a different degree. different degree.

B. Affects communication and social interactionB. Affects communication and social interaction

C.C. Typically appears during the first three years of lifeTypically appears during the first three years of life

D.D. No cure and the cause remains a mysteryNo cure and the cause remains a mystery

X.X. Autism Spectrum DisordersAutism Spectrum Disorders

A.A. Autism DisorderAutism Disorder

1.1. Tends to be non-verbal or limited verballyTends to be non-verbal or limited verbally2.2. Stimming tends to be more prevalentStimming tends to be more prevalent

NOTE – DO NOT interrupt stimming episodes that NOTE – DO NOT interrupt stimming episodes that will not injure the person with the ASDwill not injure the person with the ASD

B.B. Aspergers SyndromeAspergers Syndrome

1.1. Normal speech developmentNormal speech development2.2. Social development delayedSocial development delayed

PPT # 11

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C.C. Pervasive Developmental Disorder (not otherwise specified)Pervasive Developmental Disorder (not otherwise specified)

1.1. Some where between the most severe Autism and the Some where between the most severe Autism and the highest functioning Aspergers still on the spectrum.highest functioning Aspergers still on the spectrum.

2.2. Symptoms will varySymptoms will vary

XI.XI. IncidenceIncidence

A.A. Occurs in about 1 in 150 birthsOccurs in about 1 in 150 births

B.B. 4 times more prevalent in males4 times more prevalent in males

C.C. The fastest growing developmental disabilityThe fastest growing developmental disability

XII.XII. Autism over the life spanAutism over the life span

A.A. Adolescence tough time – bullying, the pressure to fit in, Adolescence tough time – bullying, the pressure to fit in, etc.etc.

B.B. Differences are magnified at this time; depression a Differences are magnified at this time; depression a common problemcommon problem

C.C. Many get lost as adults due to lack of servicesMany get lost as adults due to lack of services

D.D. Higher functioning individualsHigher functioning individuals may show hesitancy to may show hesitancy to identify their condition.identify their condition.

XIII.XIII. AUTISM: common characteristics and behaviorsAUTISM: common characteristics and behaviors

A.A. 50% non-verbal50% non-verbal

B.B. Lack of eye to eye contactLack of eye to eye contact

C.C. Sensory issuesSensory issues

D.D. May perseverate on a certain topic/insistence on routineMay perseverate on a certain topic/insistence on routine

E.E. “Echolalia”“Echolalia”

F.F. Self-stimming behaviorsSelf-stimming behaviors

PPT # 14

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G.G. May invade space, use socially inappropriate or not May invade space, use socially inappropriate or not understand your body languageunderstand your body language

H.H. Processing deficitsProcessing deficits

I.I. 40% have seizures40% have seizures

J.J. While these are common characteristics, there is no “Norm”While these are common characteristics, there is no “Norm”

XIV.XIV. Myths about AutismMyths about Autism

A.A. Persons with Autism have no emotionsPersons with Autism have no emotions

B.B. Persons with Autism do not want friendsPersons with Autism do not want friends

C.C. Autism is caused by bad parentingAutism is caused by bad parenting

D.D. Persons with Autism are unruly and choose not to behavePersons with Autism are unruly and choose not to behave

E.E. Not all persons with Autism are like “Rainman” not all of Not all persons with Autism are like “Rainman” not all of them are savantsthem are savants

XV.XV. Most Critical Autism Spectrum Disorder CharacteristicsMost Critical Autism Spectrum Disorder Characteristics

A.A. Sensory overload issuesSensory overload issues

B.B. Lack of social awarenessLack of social awareness

C.C. Processing issuesProcessing issues

D.D. Insistence on routineInsistence on routine

XVI.XVI. Sensory IssuesSensory Issues

A.A. TouchTouch

1.1. Some persons with ASD cannot tolerate light touchingSome persons with ASD cannot tolerate light touching2.2. May crave deep pressure touchMay crave deep pressure touch3.3. Avoid touching if possible; if necessary, warn and Avoid touching if possible; if necessary, warn and

explain what you must do (first aid etc.)explain what you must do (first aid etc.)

PPT # 17(ask audience for other myths they have heard and record on flip chart)

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B.B. HearingHearing

1.1. Often hypersensitive to certain soundsOften hypersensitive to certain sounds2.2. May grab and cover their earsMay grab and cover their ears3.3. Main problem = sudden loud noisesMain problem = sudden loud noises4.4. Watch for signs of distress – move to quiet areaWatch for signs of distress – move to quiet area

C.C. VisionVision

1.1. Aversion to direct eye contact or inappropriate eye Aversion to direct eye contact or inappropriate eye contactcontact

2.2. Problems with visual perceptionProblems with visual perception3.3. Hyper-sensitive to florescent lightingHyper-sensitive to florescent lighting4.4. Attracted to shiny objectsAttracted to shiny objects5.5. Do not assume evasiveness or deceitDo not assume evasiveness or deceit

D.D. Sensory Issues ExplainedSensory Issues Explained

1.1. Excessive sensory stimuli may cause overloadExcessive sensory stimuli may cause overload2.2. May cause the person to flee to avoid an May cause the person to flee to avoid an

uncomfortable situationuncomfortable situation3.3. May become combativeMay become combative

XVII.XVII. Lack of Social AwarenessLack of Social Awareness

A.A. Proper social interaction is not natural and must be taught Proper social interaction is not natural and must be taught and rehearsed/ re-taughtand rehearsed/ re-taught

B.B. This lack of social awareness appears to others as rudeness, This lack of social awareness appears to others as rudeness, or bizarre behavioror bizarre behavior

XVIII.XVIII. Significant Social DeficitsSignificant Social Deficits

A.A. Language – take things literallyLanguage – take things literally

B.B. Non-verbal communications – don’t understand body Non-verbal communications – don’t understand body language, facial expressionslanguage, facial expressions

C.C. May invade body spaceMay invade body space

D.D. Avoid slang – use concrete/simple languageAvoid slang – use concrete/simple language

PPT # 21

PPT # 22

PPT # 23Ask audience for any experiences – insert your own

PPT # 24

PPT # 25



XIX.XIX. Processing IssuesProcessing Issues

A.A. Persons with an ASD require more time to process Persons with an ASD require more time to process questions/commandsquestions/commands

B.B. Issues shifting their attentionIssues shifting their attention

C.C. Too much information coming in causes overloadToo much information coming in causes overload

D.D. Do Not interrupt or interfereDo Not interrupt or interfere

XX.XX. Stimming BehaviorStimming Behavior

A.A. Hand flapping, rocking, finger play, jumping or spinningHand flapping, rocking, finger play, jumping or spinning

B.B. This is the person’s way to “organize” or calm downThis is the person’s way to “organize” or calm down

C.C. Do Not interrupt or interfere stimming episodesDo Not interrupt or interfere stimming episodes

XXI.XXI. PerseverationPerseveration

A.A. May obsess about favorite topicMay obsess about favorite topic

B.B. May have a prized objectMay have a prized object

C.C. May engage in ritualistic behaviorMay engage in ritualistic behavior

D.D. Insist on routine and become Insist on routine and become very upsetvery upset when routine is when routine is changed/interruptedchanged/interrupted

E.E. Use favorite topic/object to gain trust, make things Use favorite topic/object to gain trust, make things predictablepredictable

XXII.XXII. Inner SensesInner Senses

A.A. Vestibuler – movement, posture, balance and coordinationVestibuler – movement, posture, balance and coordination

B.B. Proprioceptive – awareness of a person’s body in spaceProprioceptive – awareness of a person’s body in space

C.C. When these are compromised, persons with ASD When these are compromised, persons with ASD experience difficulties with coordination and balance and experience difficulties with coordination and balance and can appear clumsy, drunk or under the influence of drugscan appear clumsy, drunk or under the influence of drugs

PPT # 26

PPT # 27

PPT # 28

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XXIII.XXIII. Why is it critical to recognize DD such as Autism?Why is it critical to recognize DD such as Autism?

A.A. People with DD are 7 times more likely to have contact People with DD are 7 times more likely to have contact with the policewith the police

B.B. Persons with Autism can exhibit many behaviors that policePersons with Autism can exhibit many behaviors that police can easily mistake for non-compliance can easily mistake for non-compliance (D. Debbaudt, (D. Debbaudt, Autism, Advocates and Law Enforcement Autism, Advocates and Law Enforcement ProfessionalsProfessionals, 2002), 2002)

XXIV.XXIV. Most common callsMost common calls

A.A. Elopement from their homeElopement from their home

B.B. Elopement from their schoolsElopement from their schools

XXV.XXV. Why elopement is so dangerousWhy elopement is so dangerous

A.A. Attraction to water. Drowning is the leading cause of death Attraction to water. Drowning is the leading cause of death for children with Autismfor children with Autism

B.B. High threshold for painHigh threshold for pain

C.C. People with ASD do not appreciate danger and may place People with ASD do not appreciate danger and may place themselves in harms way.themselves in harms way.(D. Debbaudt, (D. Debbaudt, Autism, Advocates and Law Enforcement Autism, Advocates and Law Enforcement ProfessionalsProfessionals, 2002), 2002)

XXVI.XXVI. Other common calls for assistanceOther common calls for assistance

A.A. Medical emergencies such as seizures. Remember high Medical emergencies such as seizures. Remember high threshold of painthreshold of pain

B.B. “Suspicious behavior” calls“Suspicious behavior” calls

C.C. Calls to the schoolsCalls to the schools

D.D. Sexual offenses “Stalking”Sexual offenses “Stalking”

XXVII.XXVII. Response to calls for possible assistanceResponse to calls for possible assistance

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PPT # 33



A.A. Well-meaning citizens can easily misinterpret actionsWell-meaning citizens can easily misinterpret actions

B.B. What looks like an abduction/abuse may be a parent simplyWhat looks like an abduction/abuse may be a parent simply trying to maintain control of a childtrying to maintain control of a child

C.C. Just because a child runs, does not mean they are being Just because a child runs, does not mean they are being neglectedneglected

XXVIII.XXVIII. Adolescence and beyond…Adolescence and beyond…

A.A. In their desire to belong and be accepted, they may become In their desire to belong and be accepted, they may become involved in: gangs, neo-nazi and other hate groupsinvolved in: gangs, neo-nazi and other hate groups

B.B. They may become involved in relationships with much They may become involved in relationships with much younger individualsyounger individuals

C.C. Important to remember chronological age not the same as Important to remember chronological age not the same as developmental age.developmental age.

XXIX.XXIX. Behaviors you may witness upon arrivalBehaviors you may witness upon arrival

A.A. May be non-verbal looking for IDMay be non-verbal looking for ID

B.B. May stand too close to youMay stand too close to you

C.C. May repeat commands or questionsMay repeat commands or questions

D.D. May exhibit stimming behaviorMay exhibit stimming behavior

E.E. Responses may be quite delayed (remember processing Responses may be quite delayed (remember processing issues)issues)

F.F. May fleeMay flee

XXX.XXX. How to present a non-threatening mannerHow to present a non-threatening manner

A.A. Use a calm voice, using short, direct phrases/commands. Use a calm voice, using short, direct phrases/commands. Repeat as neededRepeat as needed

B.B. Avoid going “hands on” if possibleAvoid going “hands on” if possible

PPT # 34

PPT # 35

PPT # 36

PPT # 37



C.C. Move to a quiet area/minimize stimuliMove to a quiet area/minimize stimuli

XXXI.XXXI. MeltdownsMeltdowns

A.A. Prevention and recognitionPrevention and recognition

1.1. PreventPrevent - protect routine; build in predictability - protect routine; build in predictability2.2. Allow processing timeAllow processing time ; use communication skills. ; use communication skills.

Avoid touching if possible.Avoid touching if possible.

B.B. Dealing with MeltdownsDealing with Meltdowns

1.1. Resist the urge to go “hands on” due to sensory issuesResist the urge to go “hands on” due to sensory issues2.2. If possible, allow them some space to calm themselvesIf possible, allow them some space to calm themselves3.3. Gradually try to get their attention, using calm toneGradually try to get their attention, using calm tone

XXXII.XXXII. If you need to arrestIf you need to arrest

A.A. Keep in mind that autistic individuals have very low muscleKeep in mind that autistic individuals have very low muscle tone and are especially susceptible to “positional asphyxia”tone and are especially susceptible to “positional asphyxia”

B.B. It is critical to continually monitor the person if a take downIt is critical to continually monitor the person if a take down is necessary, as well as the whole time they are in custody.is necessary, as well as the whole time they are in custody.(Debbaudt, 2002)(Debbaudt, 2002)

C. C. You must notify the jail to insure their safety such as specialYou must notify the jail to insure their safety such as special accommodations ie: individual room or cell and limited accommodations ie: individual room or cell and limited contact with other prisoners. contact with other prisoners.

XXXIII.XXXIII. Things for investigators to considerThings for investigators to consider

A.A. Lack of eye contact does not mean deceitLack of eye contact does not mean deceit

B.B. Communication tends to break down under stressCommunication tends to break down under stress

C.C. Do not use slang or metaphorsDo not use slang or metaphors

D.D. They may not understand “waive your rights”They may not understand “waive your rights”

E.E. Delay in answering may not mean deceit – may be delayed Delay in answering may not mean deceit – may be delayed to process informationto process information

PPT # 38

PPT # 39

PPT # 40

PPT # 41 - 42



F.F. Minimize all distractionsMinimize all distractions

G.G. Avoid compound questionsAvoid compound questions

H.H. Utilize caregivers whenever possibleUtilize caregivers whenever possible

XXXIV.XXXIV. Victim Concerns and IssuesVictim Concerns and Issues

A.A. Persons with DD are 4-10 times more likely to be victims ofPersons with DD are 4-10 times more likely to be victims of crimes (Wilson & Brewer 1992)crimes (Wilson & Brewer 1992)

B.B. Victims tend to be reliable reporters of fact – but may have Victims tend to be reliable reporters of fact – but may have a problem articulatinga problem articulating

C.C. When working with DD victims – gather their background When working with DD victims – gather their background informationinformation

D.D. Utilize caregivers to facilitate communicationUtilize caregivers to facilitate communication

E.E. Your first interview should be at a neutral locationYour first interview should be at a neutral location

F.F. DD VictimsDD Victims with an ASD may have excellent memorieswith an ASD may have excellent memories

G.G. Seek corroborating evidence – either physical or other Seek corroborating evidence – either physical or other victimsvictims

H.H. Seek evidence of behavioral changes post incidentSeek evidence of behavioral changes post incident

I.I. Persons with ASDPersons with ASD are not generally able to fabricate are not generally able to fabricate complicated liescomplicated lies

XXXV.XXXV. Fire and EMS considerationsFire and EMS considerations

A.A. Persons can flee to “comfort spot” in a fire situationPersons can flee to “comfort spot” in a fire situation

B.B. May re-enter dwellingMay re-enter dwelling

C.C. Make any medical exam predictableMake any medical exam predictable

PPT # 43

PPT # 44

Get ideas from audience about who to contact in their area


Outline of instructional Unit Time Objectives & Notes

XXXVI.XXXVI. Proactive suggestionsProactive suggestions

A.A. Attempt to ID persons with DD in your area and get Attempt to ID persons with DD in your area and get to know themto know them

B.B. Solicit info from family and caregiversSolicit info from family and caregivers

C.C. Encourage families to register with your 911 systemEncourage families to register with your 911 system

D.D. Check with School Resource Officers and case Check with School Resource Officers and case management agenciesmanagement agencies

Criterion Test Questions

(1). Developmental Disabilities can emerge at any point in a person’s lifeTRUE/FALSE

(2). Such disabilities can be cured by intensive therapy TRUE/FALSE

(3). Percentage of persons with Mental Retardation that are only mildly affected:(a) 10% (b) 40% (c) 90% (d) 70%

(4). The following is a list of other developmental disabilities:(a) autism, depression and obssessive-compulsive disorder(b) cerebral palsy, ADHD and Learning Disabilities©) bipolar disorder, Spina Bifida and Vision loss

(5). Autism is a mental illness that affects the person’s social skills TRUE/FALSE

(6). Autism affects each individual to the same degree TRUE/FALSE

(7). A high functioning form of Autism in which there is no speech delay is known as:_________________________________________

(8). The latest statistics indicate that Autism affects:(a) 1 in 1,000 persons; (b) 1 in 750 persons; ©) 1 in 150 persons

(9). Percentage of persons with Autism that are non-verbal:(a) 100%; (b) 50%; (c)75%; (d) 25%

(10). (A) One of the most common characteristics of persons with Autism is the avoidance of direct, eye-to-eye contact TRUE/FALSE

(B) This is a clear sign that the person is being evasive or deceptive TRUE/FALSE

(11). Select the two below that are NOT common characteristics of Autism:(a) stimming; (b) sudden jerky movements; ©) echolalia; (d) sensory sensitivity;(e) dyslexia

(12). Which of the following is NOT a myth about Autism: (a) Autism is a spectrumdisorder, affecting each person to a different degree; (b) persons with Autismprefer to be alone; ©) Persons with Autism have terrible memories; (d) Autism iscaused by parental neglect

(13). Persons with Autism can tolerate light touch, but can become combative ifhugged or held tightly. TRUE/FALSE

(14). People with Autism are excellent at reading non-verbal communications and bodylanguage. TRUE/FALSE

(15). Which of the following is NOT an example of the social deficits typical of autismspectrum disorders:(a) may invade your body space; (b) may take everything very literally; ©) may lie to avoid hurting someone’s feelings; (d) may not realize how their behavior may appear to others as odd or rude.

(16). Persons with Autism and other developmental disabilities process information;questions and commands(a) faster; (b) slower or ©) the same speed, as neurotypical persons.

(17). Persons with Autism have an excellent memory, so you can give them lots ofinformation at once and they can absorb it easily. TRUE/FALSE

(18). If you come upon a person with Autism who is engaging in stimming behavior,you should never interrupt it unless they are injuring themselves. TRUE/FALSE

(19). Which of the following statements are true: (a) persons with Autism may have a favorite topic of conversation that can be used to gain rapport with them; (b) persons with Autism love variety, and are happiest when their day is full ofsurprises; ©) persons with Autism may engage in ritualistic behaviors, and maybe very rigid in their daily routines.

(20). Persons with Autism are (a) not as likely; (b) just as likely, or ©) more likely to come into contact with law enforcement.

(21). Persons with Autism are very shy and prefer never to wander away from home.TRUE/FALSE

(22). When they wander, persons with Autism tend to most often go to (a) the police station; (b) a trusted neighbor, ©) water sources

(23). Persons with Autism are extremely safety conscious. TRUE/FALSE

(24). Which of the following are examples of other possible calls involving personswith Autism: (a) seizure/medical emergency; (b) out of control child at a school;©) a stalking complaint; (d) possible neglected child

(25). In the high school years, most persons with Autism mature and find it easier tomake friends. TRUE/FALSE

(26). Which of the below behaviors are things you may see when first coming upon aperson with Autism: (a) may stand too close to you; (b) may exhibit stimming behavior; ©) may not speak at all, or have

delayed responses; (d) may repeat your questions or commands; (e) all of the above

(27). Which of the following is NOT a good way to deal with a person with Autism orother developmental disability:(a) minimize external stimuli such as lights and sounds; (b) lightly touch their shoulder to provide comfort; ©) break instructions or questions down into short and manageable pieces; (d) attempt to locate someone familiar with that person that can help you communicate with them.

(28). Increased self-stimming behavior, repeating words and phrases, and pacing canall be signs that a person with autism may have a meltdown TRUE/FALSE

(29). When approaching a person having a meltdown, the first actions should be to holdthe person down to prevent injury TRUE/FALSE

(30). Which if the following are effective ways to work with persons with autism whoare victims of crime: (a) interview person at police station; (b) utilize family or care givers to facilitate communication; ©)

gather as much background as possible before initial contact; (d) seek evidence of behavioral changes post incident.

(31). Persons with Autism are typically incapable of telling complicated lies.TRUE/FALSE

(32). In a house fire, persons with autism are at risk of re-entering a dwelling to retrievea favorite object or to retreat to a favorite hiding place. TRUE/FALSE

(33). One of the most important things an officer can do is take the time to meet and getto know persons with Autism and other developmental disabilities in a routinesetting. TRUE/FALSE

Answers

(1). Developmental Disabilities can emerge at any point in a person’s lifeTRUE/FALSE Answer: FALSE

(2). Such disabilities can be cured by intensive therapy TRUE/FALSEAnswer: FALSE

(3). Percentage of persons with Mental Retardation that are only mildly affected:(a) 10% (b) 40% c 90% (d) 70% Answer: C

(4). The following is a list of other developmental disabilities:(a) autism, depression and obssessive-compulsive disorder(b) cerebral palsy, ADHD and Learning Disabilities©) bipolar disorder, Spina Bifida and Vision loss Answer: B

(5). Autism is a mental illness that affects the person’s social skills TRUE/FALSEAnswer: FALSE

(6). Autism affects each individual to the same degree TRUE/FALSEAnswer: FALSE

(7). A high functioning form of Autism in which there is no speech delay is known as:__Asperger’s Syndrome_______________________________________

(8). The latest statistics indicate that Autism affects:(a) 1 in 1,000 persons; (b) 1 in 750 persons; ©) 1 in 150 personsAnswer: C

(9). Percentage of persons with Autism that are non-verbal: (a) 100%; (b) 50%; (c)75%; (d) 25% Answer: C

(10). (A) One of the most common characteristics of persons with Autism is theavoidance of direct, eye-to-eye contact TRUE/FALSE Answer: TRUE

(B) This is a clear sign that the person is being evasive or deceptiveTRUE/FALSE Answer: FALSE

(11). Select the two below that are NOT common characteristics of Autism:(a) stimming; (b) sudden jerky movements; ©) echolalia; (d) sensory sensitivity;(e) dyslexia Answer: B and E

(12). Which of the following is NOT a myth about Autism: (a) Autism is a spectrum disorder, affecting each person to a different degree; (b) persons with Autismprefer to be alone; ©) Persons with Autism have terrible memories; (d) Autism iscaused by parental neglect Answer: A

(13). Persons with Autism can tolerate light touch, but can become combative ifhugged or held tightly. TRUE/FALSE Answer: FALSE

(14). People with Autism are excellent at reading non-verbal communications and bodylanguage. TRUE/FALSE Answer: FALSE

(15). Which of the following is NOT an example of the social deficits typical of autismspectrum disorders: (a) may invade your body space; (b) may take everythingvery literally; ©) may lie to avoid hurting someone’s feelings; (d) may not realizehow their behavior may appear to others as odd or rude. Answer: C

(16). Persons with Autism and other developmental disabilities process information;questions and commands (a) faster; (b) slower or ©) the same speed, as neurotypicalpersons. Answer: B

(17). Persons with Autism have an excellent memory, so you can give them lots ofinformation at once and they can absorb it easily. TRUE/FALSEAnswer: FALSE

(18). If you come upon a person with Autism who is engaging in stimming behavior,you should never interrupt it unless they are injuring themselves. TRUE/FALSEAnswer: TRUE

(19). Which of the following statements are true: (a) persons with Autism may have afavorite topic of conversation that can be used to gain rapport with them; (b)persons with Autism love variety, and are happiest when their day is full ofsurprises; ©) persons with Autism may engage in ritualistic behaviors, and maybe very rigid in their daily routines. Answer: A and C

(20). Persons with Autism are (a) not as likely; (b) just as likely, or ©) more likely tocome into contact with law enforcement. Answer: C

(21). Persons with Autism are very shy and prefer never to wander away from home.TRUE/FALSE Answer: FALSE

(22). When they wander, persons with Autism tend to most often go to (a) the policestation; (b) a trusted neighbor, ©) water sources Answer: C

(23). Persons with Autism are extremely safety conscious. TRUE/FALSEAnswer: FALSE

(24). Which of the following are examples of other possible calls involving personswith Autism: (a) seizure/medical emergency; (b) out of control child at a school;©) a stalking complaint; (d) possible neglected child Answer: All of the above

(25). In the high school years, most persons with Autism mature and find it easier tomake friends. TRUE/FALSE Answer: FALSE

(26). Which of the below behaviors are things you may see when first coming upon aperson with Autism: (a) may stand too close to you; (b) may exhibit stimmingbehavior; ©) may not speak at all, or have delayed responses; (d) may repeat yourquestions or commands; (e) all of the above Answer: E

(27). Which of the following is NOT a good way to deal with a person with Autism orother developmental disability: (a) minimize external stimuli such as lights andsounds; (b) lightly touch their shoulder to provide comfort; ©) break instructionsor questions down into short and manageable pieces; (d) attempt to locatesomeone familiar with that person that can help you communicate with them.Answer: B

(28). Increased self-stimming behavior, repeating words and phrases, and pacing canall be signs that a person with autism may have a meltdown TRUE/FALSEAnswer: TRUE

(29). When approaching a person having a meltdown, the first actions should be to holdthe person down to prevent injury TRUE/FALSE Answer: FALSE

(30). Which if the following are effective ways to work with persons with autism whoare victims of crime: (a) interview person at police station; (b) utilize family orcare givers to facilitate communication; ©) gather as much background aspossible before initial contact; (d) seek evidence of behavioral changes postincident. Answer: B, C and D

(31). Persons with Autism are typically incapable of telling complicated lies.TRUE/FALSE Answer: TRUE

(32). In a house fire, persons with autism are at risk of re-entering a dwelling to retrievea favorite object or to retreat to a favorite hiding place. TRUE/FALSEAnswer: TRUE

(33). One of the most important things an officer can do is take the time to meet and getto know persons with Autism and other developmental disabilities in a routinesetting. TRUE/FALSE. Answer: TRUE

Bibliography

Resources(1) Autism, Advocates and Law Enforcement Professionals (2002) by Dennis Debbaudt(2) SCARED-Intervention Strategies for 1st Responders assisting Autistic individualsexperiencing catastrophic reactions or “meltdowns” (2006) by William S. Richards, Ph.D. andDeborah Lipsky, M.Ed.(3) The Autism Society of America, www.autism-society.org(4) The ARC, www.thearc.org(5) National Dissemination Center for Children with Disabilities (NICHCY)(6) The incidence of criminal victimization of individuals with intellectual disabilities(7) Admissible in Court: Interviewing Victims with Disabilities by Walter Coles, RCMP retired(8) Invisible victims: Violence against persons with Developmental Disabilities by JoanPetersilla

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