RISK AND SAFETY LIFE SKILLS

Risk and Safety Life Skills

Learning to recognize that men and women in uniform are people you can go to and stay with during an emergency is a lesson we all learn. Persons who have autism can learn these lessons when we teach these safety skills at home, reinforce them at school and practice them in the community. Make building safety skills a part of the daily routine. They are learned best when they are delivered early and often, and are suited to a child or adult’s age and ability levels. Plan cross educational opportunities for students with autism and and law enforcement professionals. Provide them in a safe, non-threatening environment. These opportunities can result in improved and safer field interactions and develop skills that will last throughout careers and lifetimes for both populations. Students with autism will learn that law enforcers in uniform are safe "go to" people in times of emergency. This can help demystify police in uniform, and teach that inside the uniform are good people who are also neighbors and friends.

Law enforcers who have had a basic training about autism can learn for themselves, for example, what communications in the field with persons who have autism will look and sound like and when to use the specialized autism-related tactics they learned during training. Police officers will get the opportunity to meet the children and adults who have autism that live in their community. Best of all, the initial contact will be in a safe, relaxed, controlled environment, not during the oftentimes emotionally charged atmosphere of a sudden field contact. Building skills for children and less independent adults To establish these life skills education for children or less independent adults who have autism, form partnerships with teachers and law enforcement professionals to help develop a simple curriculum that helps expand skills that will enhance their safety in the community and build personal resilience to risk. Formally or informally, invite a variety of law enforcers to sit among, not stand in front of, the students. The session should be designed to last about ten minutes, be delivered as frequently as possible, and by as many different officers as possible. Rotation of officers reinforces the message to students that police officers can and will look and sound differently. Rotation also makes the skill easier to generalize for the student and will allow more officers to participate without generating extraordinary time constraints for one particular officer. Officers can be asked to talk in their own words about the life skill that is being taught at the time.

Skills to build:
1. Recognize and respond as best they can to law enforcers, their uniforms, badges and vehicles
2. Stay with--not run from--safe, “go to” police or other uniformed first responders
3. Keep an appropriate distance when interacting with a law enforcer--or anyone else
4. To avoid making sudden movements, i.e. hands into pockets
5. Carry and safely produce an ID card
6. Disclose their autism, carry and/or produce an autism information card
7. Recognize inappropriate touching or sexual come-ons directed at them
8. Effectively report bullying or other incidents
9. Tell someone they need help, or use the phone to request it (Debbaudt and Coles, 2004 b)

Further, officers can participate in mock interviews, for example, by asking the student what their name is and if they have an ID card. With permission from all involved, consider videotaping the visits then using the videotape as a learning tool whenever possible. These life skills lessons will be learned best when they become part of our daily routine. Augment the skills by practicing them at school and at home. Ultimately, plan field tests in the community to gauge progress.

Building skills for the more independent person with autism or Asperger syndrome
Persons with autism who are able to navigate the community without assistance should strongly consider developing a personal handout for the police and develop the skills necessary to appropriately disclose their need for an accommodation. Remember that the initial uninformed contact with police presents the highest potential for a negative outcome. What can and should the independent person living on the autism spectrum expect during sudden or even expected interactions with law enforcement, customs and immigration, first responders such as fire rescue, paramedics, hospital emergency room professionals or other security professionals?

With few exceptions, law enforcers and other first responders will have had little or no training about how to recognize, communicate and respond well when they interact during field contacts with a person on the spectrum. There may be little understanding of the significance of the
words Asperger Syndrome, or autism when they hear them. You can expect a higher level scrutiny from law enforcement and security personnel when traveling in the 21st century.

Expect public or private sector scrutiny at:
• Airports
• Security checkpoints such as government buildings, schools, any secured facility
• Drive-up or walk-up guard shacks
• Building entrances
• Campus
• Shopping malls or districts
In these days of heightened security? Anywhere! So, what are the best options for the independent spectrum person during a sudden
interaction with a law enforcer during an emergency or non emergency situation? Should you disclose your autism or AS? When? To whom?

Disclosure tools and options
What's the best tool to use when you make the decision to disclose your autism or Asperger syndrome to a police officer? A handout card.
1) Develop a handout card that can be easily copied and laminated
2) The handout is replaceable. You can give it away to the officer on the scene
3) Carry several at all times
4) The handout card can be generic or specific to you
5) Work with an AS support organization to develop a generic handout
6) Work with persons whose opinions you trust and value to develop a person specific handout

How to present a handout to a police officer
What's the best way to tell the officer that you have a handout?
(A) Avoid making sudden movements to reach for the handout card
(B) Obtain permission or signal your intentions before reaching into coat or pants pockets, briefcases or bags, or in to glove compartments of vehicles
(C) Verbally let officer know you have AS and have an information card for them to read. If nonverbal, or if sudden interactions render you nonverbal or mute, consider using a medical alert bracelet for an officer to read that alerts them to your condition of AS and the fact that you have an information card.

Disclosure to a police officer
The decision to disclose will always be yours to make. If you have learned through experience that disclosure would be helpful, you may decide to disclose to a police officer. Law enforcers report that they make their best decisions when they have their best information. A good, strong AS disclosure that includes the use of an information card, contact information for an objective AS professional, and proof of diagnosis should be considered.

Plan and practice disclosure techniques
Plan your response and practice with others for a sudden encounter. They will happen to all of us. Your preparation is your best chance to have a successful interaction with law enforcement.
1. Discuss these risks with people that you trust
2. Develop a hard person specific disclosure handout
3. Develop a personal plan of how you will use the handout
4. Practice through role playing with people you know and trust
5. Develop disclosure handouts and role play when, where and how you would use them.
6. Adapt and amend disclosure handouts. It's only paper. They're not written in stone.

Further suggestions for you to consider during sudden interactions with police:
(1) Do not attempt to flee
(2) Do not make sudden movements
(3) Try to remain calm
(4) Verbally let officer know you have autism. If nonverbal, use alternative communication tools, such as a simple sign language card, that indicates the need to write
(5) Obtain permission or signal intentions before reaching into a coat or pants pocket, or reaching into a car glove box
(6) If unable to answer questions, consider use of a generic or person-specific autism information card
(7) If you lose the ability to speak when under stress, consider wearing an alert bracelet or necklace that is easy to see--one that lets the reader know you have an information card
(8) Ask officer to contact an advocate, if necessary and possible
(9) If you are a victim or are reporting a crime, you may want the police to contact a family member, advocate or friend who can help you through the interview process
(10) Carry the phone number of an advocacy organization or personal advocate, relative or friend
(Debbaudt, 2006 b)

Avoiding street crime
Everyone should take precautions to avoid becoming victims of criminal activity. Unfortunately, persons with autism may need to take extra precautions. In order to avoid detection, arrest, and prosecution, criminally bent individuals become skilled at picking out easy victims. Robbers and con artists will notice unusual behavior when they select their next victim. An unarmed robber or con artist will operate in public places. Anywhere there's regular pedestrian traffic or large public gatherings will afford a criminal the chance to identify or mark victims. If you are threatened or asked to give up money or valuables, do not resist. Give them what they want. These things can be replaced. Once in a safe area, call the police. To avoid victimization from street crimes or abusers: Avoid areas that are unfamiliar to you.

• Consider carrying a cell phone
• Travel in groups if possible or walk with the crowd
• Do not dawdle or appear rushed in a crowd
• Park in a secure area
• Keep car doors locked
• Take a look around the parking lot before unlocking doors and exiting vehicle
• Arrive with the crowd to work, school, events
• Avoid gawking
• Do not maintain eye contact
• Let someone know of your travel plans
• Do not carry large amounts of cash
• Dress to suit the area
• Stay in well lit areas
• Do not wander or explore off well traveled pedestrian walkways or vehicular avenues

Author, Dennis Debbaudt, is the parent of a young man who has autism, an author, law
enforcement trainer and producer of autism-related videos and curriculum for law enforcement
and first response agencies. His materials are in use by NYPD, Chicago Police Department, and
the Palm Beach County Sheriff’s Office among hundreds of agencies in the U.S., Canada and
United Kingdom.
Dennis can be reached via his web site: http://www.autismriskmanagement.com/
email ddpi@flash.net or call 772-398-9756.
References:
Debbaudt, D. (2002) Autism, Advocates and Law Enforcement Professionals: Recognizing and
Reducing Risk Situations for People with Autism Spectrum Disorders, London-Philadelphia,
Jessica Kingsley Publishers
Debbaudt, D. and Coles, W. (2004 ) The Role of the Family-School Liaison Counselor: Safety &
Risk Support for Students with ASD. Autism Spectrum Quarterly
Debbaudt, D. (2007) Plan Your Response to an Autism Emergency. Autism Risk & Safety
Newsletter. Port St. Lucie, Florida
Debbaudt, D. (2002) Protect Students with Autism from Bullies Taunts. Maintaining Safe Schools
LRP Publications, 9, 1, 7
Debbaudt, D. (2003) Safety Issues for Adolescents with Asperger Syndrome. In Liane Holliday
Willey (ed) Asperger Syndrome In Adolesence: Living With the Ups, the Downs and Things In
Between London: Jessica Kingsley Publishers
Debbaudt, D. and Rothman, D. (2001) Contact With Individuals With Autism: Effective
Resolutions. FBI Law Enforcement Bulletin, 7, 4, 20-24

Additional Reading & Viewing

Debbaudt, D. (2006) 'Disclosing to the Authorities' In Dinah Murray (ed) Coming Out Asperger:
Diagnosis, Disclosure and Self-Confidence London-Philadelphia: Jessica Kingsley Publishers.
Debbaudt, D. and Legacy, D. (2004) Autism & Law Enforcement Roll Call Briefing Video. Debbaudt
Legacy Productions, Port St. Lucie, Florida. (video and booklet)

Add to my network

Individualized Education Plan (IEP)

Individualized Education Plan
© Debbaudt Legacy Productions
www.autismriskmanagement.com
Individualized Education Plan (IEP) Autism Safety & Risk Management
Dennis Debbaudt 2009

Ensuring the safety of every student and staff member on campus should be addressed at all IEP meetings. Sharing information, considering worst case scenarios and proactive plans to be best prepared for an autism related emergency are the best options for lowering risk and increasing
safety. Bring educators, school responding law enforcement and first responders, the school nurse, parents and specialists together to develop a safety and emergency plan for students with Autism. Always, and proactively, inform responding law enforcement and first response agencies
of any behavior plans and deescalation options that are used in general or are specific to a articular student.

Preventing victimization: educate non teaching staff
There are many reasons why it is important to include transportation, maintenance, cafeteria, nd other non-teaching staff in autism risk and safety sessions. For one thing, when these individuals learn to use basic spectrum communication and response techniques, they can
become valuable assets for school security. For another, there are added benefits for the students, since these staff members may come to be viewed as teachers or administrators, and as such, the student may seek assistance from them. In addition, these employees can assist
security by providing extra sets of eyes and ears, especially when it comes to monitoring episodes f bullying, teasing and taunting. Most importantly, the relationships developed with non-teaching staff can pay off in early recognition of school-place bullying. t is predictable that the behaviors and characteristics that students on the spectrum inherently display will draw the attention of other students. Unaware that their behaviors, physical posture, vocal tone, apparent aloofness and social gaffes are attracting unwanted attention, students with ASD can make perfect targets for bullies (Debbaudt, 2003). Bullies typically become adept at selecting their victims. Their actions often take place quickly, and out of the sight and hearing space of teachers. Since bullying often occurs on the school bus, staff or surrogates can and should observe the interactions between the student on the spectrum, and his or her peers on the school bus. Likewise, security should exercise vigilance with respect to observing students entering and leaving schools; navigating the hallways between classes; and using the restrooms, cafeteria, and playground, since these are also target areas for bullies. Finally, it is important to be mindful that older, more independent students on the spectrum may be at greater risk than those who require, and hence receive, more adult supervision. It is well understood that early intervention and education are the keys to helping students with ASD to develop critical life skills. Helping students on the spectrum navigate the tough and
confusing unstructured social spaces in school, and in life, is one of those critical life skills. Addressing this issue will take some forethought; however, security can learn valuable information through his/her contacts with drivers and aides, maintenance and cafeteria employees that can enable him or her to discover the seeds of bullying and to deal with it early and effectively.

Individualized Education Plan
© Debbaudt Legacy Productions
www.autismriskmanagement.com
At the IEP: Working with Parents and Families
Campus security managers can enhance the parents’ role in safety and risk management. Parents may be all too well aware of the risks their children on the spectrum face. For example, wandering away into potentially dangerous situations is a safety risk many parents confront on a
regular basis. For parents, two of the diagnostic characteristics of autism--high tolerance for pain and the lack of fear of real danger--is a frightening and combustible combination. Combined with wandering, these and the risks described above affect families in their relationships with their neighbors, and during excursions outside of the home. Moms and dads may very well know what triggers their son or daughter’s behaviors. They may also have well developed techniques designed to deal with or avoid those triggers, or they may know ways to de-escalate their child’s
behavior.

Identify behavioral issues and share deescalation options
Parents and school administrators should work together to discover information about specific behavioral and sensory information about the student. Then use that information to develop strategies to help all staff respond appropriately. For example, the parents may know what
triggers an episode of screaming or provokes a tantrum in their children. They may also be able to describe their children’s fears or dislikes as well as offer valuable background regarding what their children’s favorite items and topics of discussion are. This information would be invaluable
to responding school staff that need specific strategies and tactics to “lower the temperature” during a behavioral outburst. Most importantly, they may provide options before restraint to successfully de-escalate a student’s behavior. Consider using the Autism Emergency Contact Form
as an information sharing starting point. Information sharing can be a two-way street. Specifically, well-informed campus security can
also provide valuable campus, home and community safety and risk management tips to parents.

Conclusion
Encourage and create opportunities where persons with autism or Asperger Syndrome can interact with law enforcers in a safe, structured, non threatening and low anxiety environment. You can then can learn from each other how to best interact. These educational opportunities
will need to be discussed, planned and carried out. Autism advocacy groups should be encouraged to embrace these issues and help form partnerships with law enforcers. Mutual education and information sharing will always be the keys to successful resolution of autism related contacts and to increase safety and lower risk for persons with autism at home, on campus and in the community.
Be Proactive!

Individualized Education Plan
© Debbaudt Legacy Productions
www.autismriskmanagement.com
Author, Dennis Debbaudt, is the parent of a young man who has autism, an author, law
enforcement trainer and producer of autism-related videos and curriculum for law enforcement
and first response agencies. His materials are in use by NYPD, Chicago Police Department, and
the Palm Beach County Sheriff’s Office among hundreds of agencies in the U.S., Canada and
United Kingdom.
Dennis can be reached via his web site: http://autismriskmanagement.com
email ddpi@flash.net or call 772-398-9756.
References:
Debbaudt, D. (2002) Autism, Advocates and Law Enforcement Professionals: Recognizing and
Reducing Risk Situations for People with Autism Spectrum Disorders, London-Philadelphia,
Jessica Kingsley Publishers
Debbaudt, D. and Coles, W. (2004 ) The Role of the Family-School Liaison Counselor: Safety &
Risk Support for Students with ASD. Autism Spectrum Quarterly
Debbaudt, D. (2007) Plan Your Response to an Autism Emergency. Autism Risk & Safety
Newsletter. Port St. Lucie, Florida
Debbaudt, D. (2002) Protect Students with Autism from Bullies Taunts. Maintaining Safe Schools
LRP Publications, 9, 1, 7
Debbaudt, D. (2003) Safety Issues for Adolescents with Asperger Syndrome. In Liane Holliday
Willey (ed) Asperger Syndrome In Adolesence: Living With the Ups, the Downs and Things In
Between London: Jessica Kingsley Publishers
Debbaudt, D. and Rothman, D. (2001) Contact With Individuals With Autism: Effective
Resolutions. FBI Law Enforcement Bulletin, 7, 4, 20-24
Additional Reading & Viewing
Debbaudt, D. (2006) 'Disclosing to the Authorities' In Dinah Murray (ed) Coming Out Asperger:
Diagnosis, Disclosure and Self-Confidence London-Philadelphia: Jessica Kingsley Publishers.
Debbaudt, D. and Legacy, D. (2004) Autism & Law Enforcement Roll Call Briefing Video. Debbaudt
Legacy Productions, Port St. Lucie, Florida. (video and booklet

Add to my network

Information for Law Enforcement, First Response and Criminal Justice Professionals

Information for Law Enforcement, First Response and Criminal Justice Professionals
Check out “FBI Law Enforcement Bulletin, April 2001, Contact with Individuals with Autism: Effective Resolutions”.
Law enforcement responders may unexpectedly encounter or be asked to find a person with Autism. Recognizing the behavior symptoms and knowing contact approaches can minimize situations of risk--risk or victimization of the person with autism, and risk to the first responder. You may learn the person has autism from your dispatcher, someone at the scene, or the person himself or herself.

Here are some tips for responders:
 Make sure the person is unarmed and maintain a safe distance because they maysuddenly invade your personal space
 Talk calmly and softly
 Speak in direct, short phrases such as: “Stand up now.” or “Get in the car.”
 Avoid slang expressions, such as: “What’s up your sleeve?” or “Are you pulling my leg?”
 Allow for delayed responses to your questions or commands
 Repeat or rephrase
 Consider use of pictures, written phrases and commands, and sign language
 Use low gestures for attention; avoid rapid pointing or waving
 Examine for presence of medical alert jewelry or tags, or an autism handout card
 Model calming body language (such as slow breathing and keeping hands low)
 Model the behavior you want the person to display.
 A person with autism may not react well to changes in routine or the presence of strangers, even a uniformed stranger

Officers should not interpret the person’s failure to respond to orders or questions as alack of cooperation or a reason for increased force
 Seek information and assistance from parent or others at the scene about how to communicate with and de-escalate the person¹s behavior
 Avoid stopping repetitive behaviors unless there is risk of injury to yourself or others. If the individual is holding and appears to be fascinated with an inanimate object, consider allowing subject to hold the item for the calming effect (if officer safety is notjeopardized by doing so)
 Evaluate for injury: person may not ask for help or show any indications of pain, even though injury seems apparent
 Be aware that the person may be having a seizure
 Be aware of person’s self-protective responses and sensitivities to even usual lights, sounds, touches, orders, and animals
 If possible, turn off sirens and flashing lights and remove canine partners, crowds, or other sensory stimulation from the scene
 If person’s behavior escalates, use geographic containment and maintain a safe distance until any inappropriate behaviors lessen
 Remain alert to the possibility of outbursts or impulsive acts
 Use your discretion. If you have determined that the person is unarmed and have established geographic containment, use all available time to allow the person to deescalate themselves without your intervention. If in custody, alert jail authorities. Consider initial isolation facility. Person would be at risk in general prison population.

REMEMBER: Each individual with autism is unique and may act or
Information for:
Law Enforcement, First Response and Criminal Justice Professionals
© Debbaudt Legacy Productions
www.autismriskmanagement.com
react differently. PLEASE contact a professional who is familiar with autism. (Debbaudt &
Legacy, 2005)

Autism & Law Enforcement Contacts
The rate of autism has grown ten-fold since the late 1990’s, from 1 in 2,500 to 1 in every 166
births. Research indicates that persons with autism and other developmental disabilities are
approximately seven times more likely to come in contact with law enforcement professionals
than a member of the general population.
Children and adults with autism now live, work, go to school and recreate in the community.
Law enforcement professionals will have field interactions with children and adults with autism,
their parents and care providers. Autism Recognition, Response and Risk Management training
sessions are designed help officers make these interactions safer, less stressful, and more
informed.
People with autism are as different from each other as we all are. They may inherently present
autism spectrum-based behaviors and characteristics in different combinations and degrees.
Each person will have a different level of independence as well. Some persons with autism will
have a caregiver with them at all times. Others will live semi or fully independent lives. Both
may have public safety or criminal justice contacts. You will hear terms such as low functioning
autism, high functioning autism, and Asperger syndrome to describe the condition. In most
cases, the person will have difficulties following your verbal commands, with reading your body
language, and will have deficits in social understanding. As with Alzheimer’s patients, children
and adults with autism may wander away from care and into danger.
Whether as offender or victim-witness, persons on the autism spectrum will present dilemmas
in the interview and interrogation room. Their concrete answers, conceptions, and reactions to
even the most standard interrogation techniques can cause confusion for even the best trained,
seasoned veterans. Autism-specific training can help criminal justice professionals save time
and resources and avoid taking misleading statements or false confessions.
Autism Recognition, Response and Risk Management training sessions will help law
enforcement, emergency response, and criminal justice professionals recognize the behavioral
symptoms and characteristics of a child or adult who has autism, learn basic response
techniques, learn about the high risks associated with autism, and will offer suggestions and
options about how to address those risks, increase officer and citizen safety, and avoid
litigation.

References
© Debbaudt Legacy Productions
www.autismriskmanagement.com
References:
Debbaudt, D. and Rothman, D. (2001) Contact With Individuals With Autism:
Effective Resolutions. FBI Law Enforcement Bulletin, 7, 4, 20-24.
Debbaudt, D. (2002) Autism, Advocates and Law Enforcement Professionals:
Recognizing and Reducing Risk Situations for People with Autism Spectrum
Disorders. London: Jessica Kingsley Publishers.
Debbaudt D., Are You Prepared for an Autism Emergency? 2004, Autism Risk &
Safety Newsletter. Port St. Lucie, FL
Debbaudt D. and Legacy. D Autism & Law Enforcement Video. Appendix. 2004,
Debbaudt Legacy Productions, LLC. Port St. Lucie, FL

Acknowledgments:
Dr. Mark Yeager, Ph. D. Together Enhancing Autism Awareness in Mississippi
www.teaam.org

Vickie Nettles, President of the Acadian Society for Autistic Citizens,
Lafayette, Louisiana www.lastateautism.org/acadian/index.htm
Susan Rzucidlo, member of board of directors of the Greater Philadelphia
chapter of the Autism Society of America and creator of the non-profit Silent
No More--autism emergency communication boards www.dol.net/~srz

For more information visit:
Autism Risk & Safety
www.autismriskmanagement.com
Contact this document's author Dennis Debbaudt via:
email: ddpi@flash.net phone: (772) 398-975 FAX: (772) 398-2428
Mailing Address:
Dennis Debbaudt
2338 SE Holland Street
Port St. Lucie FL 34952

Add to my network

c

Preparing for an Autism Emergency

To help ensure safety and lower risk for a child or adult with autism to have an unfortunate encounter, parents and care providers will need to become proactive and prepare an informational and out. Leading causes for concern are children and adults with autism who run away or wander from parents and care providers. Tragically, children and adults with autism are often attracted to water sources such as pools, ponds, and lakes. Drowning is a leading cause of death for a child or adult ho has autism. Wandering can also lead to high risk field contacts with law enforcement or embers of the general public.

Preparing for a wandering incident may seem extreme for some families. After all, their child or adult hasn’t wandered or bolted. Yet, for many other families, addressing wandering the first time an be the worst time. These preparations will also be invaluable before, during and after a natural or man made emergency situation. For example, when a parent or care provider has their own medical emergency and becomes quickly incapacitated Contacting 911 Call Centers n the U.S., some law enforcement, fire rescue, and emergency 911 call centers are willing and able o proactively place this information into their data base. Although not every system or agency is ble to provide this service, it is certainly a worthy effort to inquire.

If wandering is a concern, ask your local 911 call center to red flag this information in their 911computer data base. When a call comes from families that participate in the red flag program, 911 operators can alert the first responder before they arrive with key information that can improve the response. When we provide law enforcement with information before an incident occurs, we can expect better responses.

When Wandering or an Emergency Occurs

When you are listed in a 911 special needs database, please be aware that the information is typically linked to your home to help assist during an emergency. The information may not automatically transfer to identify a person who has wandered away from home or is involved in an accident out in the community.Before searching please remember to call 911 first. It will be your responsibility to inform them that family member is missing and needs assistance in the community.
Be ready and willing to provide information about the person who is missing, either proactively to911 operators or on the spot to first responders such as police, fire-rescue or other emergency medical responders. Your preparation and planning can be the positive critical difference to the field response.

The Autism Emergency Contact Form can be completed, copied and carried with you at all times. Keep one at home, in your car’s sun visor or glove box, in your purse or wallet, or affixed to a child’s car seat. An autism decal on your vehicle can alert first responders to search for the handout if you are incapacitated for any reason. The information in your Autism Emergency Contact Form can also be used with a 911 alert program. Also, circulate this handout to family members, trusted neighbors, friends and coworkers.

The Autism Emergency Contact Form will also come in handy if you are in an area other than your neighborhood and are approached by the police.

The Autism Society of America’s Safe and Sound initiative features autism alert stickers for homes and vehicles.

Plan Your Response with the Autism Emergency Checklist Identification Options
Some type of ID wear is essential for those with autism, especially if they are nonverbal or areunable or become unable to respond to questions about their identity if they are found.

• MedicAlert® or similar style bracelet or necklace
• Joggers shoe tags
• Laminated ID card
• State issued ID card
• Card on belt loops and belt,
• Card sewn into pants or jackets
• Hang from zippers
• Silk screened into undergarments
• Non permanent tattoos
Bracelets, anklets, necklaces, shoe or jacket tags, ID cards, clothing labels or permanent ink ID on tshirts
or undergarments are all good options.

Some ID options may be removed by the person with autism with sensory sensitivities.An innovative option is the use of prepared, washable, non permanent tattoos that bear ID information. These can be found by visiting tattooswithapurpose.com.
If ID wear is used, first responders may not know what autism is. More specific language should be included in addition to name, address and phone number, such as, non-verbal, sensitive to light, sound or touch, possible seizure activity, or may not seek help.

Add to my network

Autism Advocacy Organizations

Are you thinking about forming a partnership with your local law enforcement, first response and
criminal justice community?

Here's something you can do right now!
Identify and reach out to ASD contacts within these professions through direct contact with
membership at meetings or phone calls and through your newsletter, email list and web site.

Ask your members if they are or if they know others who work in these professions:
• Patrol and investigative law enforcement professionals
• Police training officers
• School resource officers
• Detective bureau
• Crisis Intervention Team (CIT) members
• Juvenile justice and victims rights specialists
• Correctional, prosecution, judicial and forensic criminal justice professionals
• Parole & Probation
• Fire-Rescue
• 911 dispatchers
• EMS/EMT, paramedics and emergency room professionals
• Retail and private security professionals

This process can help identify parents, grandparents, brothers and sisters, aunts, uncles, cousins,
family friends, neighbors, co-workers who have a direct connection to autism.These persons are
your best contacts for entrees into law enforcement and first response agencies.

Dennis Debbaudt can work with your group, school district or advocacy organization to develop
your grant application language and make your campaign be the best it can be.

Whether you are planning Autism & Law Enforcement training or First Response, Criminal Justice,
Parent and Care Provider sessions and conferences, make Dennis part of your team and put his
experience to work for you!

Contact Dennis at (772) 398-9756 or ddpi@flash.net

Loading …

Server: web2.webjam.com
Total queries:
Serialization time: 16ms
Execution time: 406ms
XSLT time: $$$XSLT$$$ms

Page navigation

RISK AND SAFETY LIFE SKILLS

Advertisements

Individualized Education Plan (IEP)

Information for Law Enforcement, First Response and Criminal Justice Professionals

c

Autism Advocacy Organizations