emily iland webinar with autism now september 6, 2011

8/4/2019 Emily Iland Webinar with Autism NOW September 6, 2011

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for People with Developmental & CognitiveDisabilities, including autism

2011 Emily Iland, M.A.


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Vice President, Autism Society Los Angeles Project Manager, ASLA-LAPD Autism

Awareness Program

CLEAR Project manager www.asa-la.org [email protected]

http://www.asa-la.org/http://www.asa-la.org/http://www.asa-la.org/http://www.asa-la.org/http://www.asa-la.org/http://www.asa-la.org/


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Learn what you can do

to promote your own safety

to help individuals with intellectual

and cognitive disabilities be safe inthe community

To prepare for emergencies and

disasters



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Proactive tools to be prepared orprevent problems

In-the-moment tools

Lifelong learning & safe behaviors



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Tracking devices for emergencylaw enforcement use

For those who are likely to wanderaway or leave intentionally

Emfinders cellular locatorwww.emfinders.com

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

http://www.youtube.com/watch?v=TKXx3O0I1Cshttp://www.youtube.com/watch?v=TKXx3O0I1Cshttp://www.youtube.com/watch?v=TKXx3O0I1Cshttp://www.youtube.com/watch?v=TKXx3O0I1Cs


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Enable GPS settings on your family cellphones

Upload an APP likehttp://www.celltrakr.com/Family

Cellular provider systems

Verizon Family Locator, $9.99/month Sprint Family Locator free app,$5/month

http://www.celltrakr.com/Familyhttp://www.celltrakr.com/Familyhttp://www.celltrakr.com/Family


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.

http://www.mypreciouskid.com/

http://www.medicalert.org/



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For home or auto

Indicates occupant has autism & may notrespond to emergency personnel.

Includes a personal information record

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

http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/http://www.autism-society.org/living-with-autism/


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www.autismwestmidlands.org.uk/attention

http://www.autismwestmidlands.org.uk/attentionhttp://www.autismwestmidlands.org.uk/attention


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Confidential Information about Person with Special Needs Date:______Last Name ___________________First Name ____________Nickname (if any)____________________Date of Birth: ________________________ Age:________Male Female

Hair Color: ________________ Eye Color: ________________Height:___________________ Weight___________________Race: _____________________________________________Diagnosis/Disability: _________________________________Identifying Features (scars, moles, etc.) ___________________________Identification on Person (ID bracelet, necklace, tags, locator device,

other)__________________________________________________ Suggestions for approaching person and de-escalation techniques:_______________________________________________



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Visit your local police station Show/provide a personal information sheet

Make sure the watch commanders understanddifferent reasons the individual couldpotentially be involved with the police

Get the police perspective: How does thesystem work?



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More eyes and ears

More help andunderstanding



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Protect themselves, family, friends, personal

care assistant and others in the supportnetwork in the event of an emergency/disaster.

Post the plan where everyone will see it, keep acopy with you and make sure everyone involvedin your plan has a copy.

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



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Where you areWhat is happening: be BRIEF and CLEARWhy you need the police



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Whether someone is injuredWho you areWeapon involved?

IF there is a weapon, say soOR statethat the person does not haveaweapon



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Include key information for interacting

Diagnosis

Cognitive level

Communication

Behaviors Medications



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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



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In an arrest situation Use the right to remain silent!



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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



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

http://www.calbar.ca.gov/Public/Pamphlets/WhenYouBecome18.aspxhttp://www.calbar.ca.gov/Public/Pamphlets/WhenYouBecome18.aspxhttp://www.calbar.ca.gov/Public/Pamphlets/WhenYouBecome18.aspxhttp://www.calbar.ca.gov/Public/Pamphlets/WhenYouBecome18.aspx


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Access at the CLEAR website Assess need

Focus on skills to build, risky behaviors toreplace

Turn these things into IEP goals, transitionplan goals, independent living goals,vocational goals, etc.



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1. Eliminate all dangerous behavior.2. Eliminate potentially dangerous behavior.

3. Learn complete care of his or her own body to themaximum 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.

http://www.clearscv.org/index.htmlhttp://www.clearscv.org/index.html


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Situations now clearly dangerous

Potentially dangerous behaviors that do notcause harm now but could in the future

Dangerous situations that we now control butthat put the person at risk as they becomebigger, more determined or more independent.



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Eliminate behaviors that are adanger to self

Eliminate behaviors that

endanger others Eliminate behaviors that canbecome or be misinterpreted as

criminal Eliminate behaviors that couldcause the person to be victimized



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Dangerous Potentially Dangerous

Stigmatizing

Conventional



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Person

And the affections that go with them2011 Emily Iland, M.A.


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Teach rules to follow with different peopleon 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



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The difference between mine and notmine

The difference between OK to touchand not OK to touch

How to ask first

Who to ask, and how to ask to accessproperty of others

Taking NO for answer...



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and



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andHandle it ifthat is not

the desired response



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Use charts, social stories, choice cards,to help with decision making

Teach appropriate words to use toexpress frustration or other emotions

Teach physical coping skills to helpcope with an undesired answer, such aswalking away, calm breathing,stretching...



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Community and Law Enforcement AwareResponse: education and awareness to preventcrime and improve outcomes in problem orcriminal situations

Help first responders recognize autism andother invisible disabilities and respondeffectively

Help individuals with disabilities avoid criminalinvolvement including victimization

Help the person participate calmly in an arrestor other emergency



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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 AutismSpectrum

28693 Bouquet Canyon Road Suite C-333Saugus CA 91350

phone 661-297-4205

[email protected]

emily iland webinar with autism now september 6, 2011

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