Law Enforcement and First-Responder Considerations

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How to Inform Police and/or First Responders that an Individual Has Autism Spectrum Disorder?

There is a strong chance that individuals with ASD may encounter police in their lives. Statistics shows that:

  • Individuals with ASD are 7 times more likely to intersect with the criminal justice system, either as victims or offenders (Berryessa, 2014).
  • 19.5% of youth with ASD have been stopped and questioned by police by the time they reached their early 20s. Of them, nearly 5% were subsequently arrested (Rava, Shattuck, Rast, & Roux, 2017).
  • Yet, the prevalence of actual unlawful behavior of individuals with ASD is relatively low (Woodbury-Smith & Dein, 2014).
  • Socio-emotional challenges present in ASD do not allow individuals to have an intent to purposefully harm another person (Berryessa, 2014; Freckelton, 2013; Woodbury-Smith & Dein, 2014).
  • Presence of co-morbid psychiatric disorders can be a strong underlying reason for offensive behaviors.
  • 20% of children with autism have been physically or sexually abused. However, justice personnel is not sufficiently ready to interact and advocate for these victims (Mandell et al., 2005)

Individuals with ASD have higher risks of victimization due to the nature of autism and the social environment, namely:

  • Reduced privacy
  • Lack of experience with decision-making
  • Lack of education about sexuality
  • Reduced expectations
  • Rewards for rule-following
  • Limited socialization
  • Negative attitude of others towards disability (Autism Speaks, n.d.)

Call 911 in case of emergency!

Visit CRISIS page for more information on the hotlines to report abuse.

Steps that you can take:

  1. Build awareness in the community and among police and first responders that an individual has ASD and therefore may not respond in an expected way.
  2. If possible, contact your community’s 911 office to let them know that there is an individual with ASD living in this community.
  3. Teach individuals about inappropriate touching and how to avoid it in public.
  4. Police are often being called at school for behavioral issues of older individuals with ASD. Be sure to address the issue in the child’s IEP as a protection. Also, help educate school resource officers on what to do (see example tag from HANDS in Autism® below.)
  5. HANDS in Autism® developed a number of resources to help inform the police and first responders (see examples below). Go to HANDSinAutism.IUPUI.edu for more information.
This Individual has Autism
Card to share with community members or during outbursts in public places:
I Have Autism Spectrum Disorder card for first responders
Wallet card to present to police or first responders:
Strategies that work
Strategies that Work
Alert Magnet for first responders with information about individuals that live in the house
Include this magnet in your home to help first responders
People with ASD may: Card
Here is an example of a card with ideas of what a security officer might expect.

Additional Resources

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Mental Health

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On this page, you can explore the following topics (click on the topic of interest):

Introduction

It is not uncommon for individuals with ASD to have a co-occurring mental health disorder. Sometimes, these mental health disorders can go undiagnosed because the symptoms and resulting behaviors may be incorrectly attributed to the individual’s ASD diagnosis.

Information about specific mental health disorders may be obtained through credible sources such as the Centers for Disease Control and Prevention (CDC) or the National Institute of Mental Health (NIMH), but the information below is designed to provide individuals and families with facts about mental health and ASD as well as available resources across Indiana to help intervene and support individuals with co-occurring disorders.

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Can Individuals with ASD Also Have Other Mental Health Disorders?

Yes, research has indicated that individuals with ASD exhibit an increased risk of developing psychiatric disorders compared to the general population. Some disorders, such as anxiety, Attention Deficit Hyperactivity Disorder (ADHD), communication disorders, intellectual disabilities, and others share particular symptoms and challenges with ASD.  This makes identification and interventions a bit more complex, necessitating involvement of professionals trained to work with this population.

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What Resources are Available for Individuals with ASD and Mental Health Issues?

Resources and appropriate treatment options vary based upon the individual’s specific needs, as well as geographic location. Speaking with a:

  • family physician,
  • pediatrician,
  • developmental neurologist,
  • psychiatrist, and/or
  • licensed psychiatrist

will help you determine how to find the best specialist to assist your family member with ASD and a co-occurring mental health disorder.

In addition, the Autism Society of Indiana’s Autism Resource Network of Indiana (ARNI) is a useful tool to find and access resources and provider information related to mental health treatment across the state of Indiana. The Indiana Psychological Association and National Register of Health Service Psychologists both offer tools to find psychologists and mental health professionals in a particular area. Similarly, Indiana’s System of Care (SOC) Network is designed to connect families, organizations, and providers within and across communities to improve service deliveries for individuals and families seeking resources related to mental health. HANDS in Autism® is part of a continuum of services within the Department of Psychiatry at the IU School of Medicine and with a focus on ASD and mental health. Finally, The Arc of Indiana Insurance Advocacy Resource Center may assist with determining which treatments or providers are covered under particular insurance plans.

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What Resources Are Available For Families Managing Stress Related To Having A Family Member With ASD?

Having a family member diagnosed with ASD can be a stressful time for caregivers.  Support groups can help assist individuals in managing their personal stress levels associated with the ASD diagnosis.  Numerous support groups exist within the community that are comprised of professionals, primary caregivers, medical professionals, educators, social service workers, and others.  For a list of local support groups in your area, visit some of the resources noted below.

For more information, go to the page on ASD & Families.

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 Available Resources

National and Nationwide Resources:

State Resources:

References

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Services, Groups, & Networks

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TIPS: Developing Partnerships with the Disability Community

TIP: Tip Sheet: Engaging People with Disabilities in Evidence-Based Programs

 

Search for Services and Groups in Your Area:

National and Local Resources

 

Advocacy

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What is Self-Advocacy?

Self-advocacy is a form of advocacy in which individuals are empowered and informed to represent themselves in a number of settings.

Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination (Wrightslaw.com).

What Do I Need to Remember:

  • Participate actively in the process, whether it is your IEP or transition, school or work or community.
  • Express clearly what your needs are
  • Set goals that you can realistically achieve
  • Find the information you need to make choices
  • Look for options or resources
  • Remember to bring an advocate, friend, or family member to a meeting to help and support you, if you prefer
  • Keep a folder of all communication.
  • Take notes at meetings or during calls

10 Steps to Effective Self-Advocacy:

Teaching Self-Advocacy Skills to Your Child or Student:

Additional Resources

10 Self-Advocacy Tips for Young People with Disabilities (INCLUDEnyc)
Disability Sensitivity Training (DC Office of Disability Rights)
What is Self-Advocacy? (RTC Media)

How to Read Research

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How to Read and Understand a Scientific Paper:

A Step-by-Step Guide for Non-Scientists

  1. Begin by reading the introduction, not the abstract.
  2. Identify the big question.
  3. Summarize the background in five sentences or less.
  4. Identify the specific question(s).
  5. Identify the approach.
  6. Read the methods section.
  7. Read the results section.
  8. Determine whether the results answer the specific question(s).
  9. Read the conclusion/discussion/interpretation section.
  10. Go back to the beginning and read the abstract.
  11. Find out what other researchers say about the paper.

Read the full version of the article by Jennifer Raff

Additional Resources

Organization for Autism Research: Navigating Research

Organization for Autism Research: Finding Research

Organization for Autism Research: Parent’s Guide to Research