Special Needs Fact Sheet
If you don’t live in Santa Clarita and want a form to record personal information, click here to print out a PDF.

Training Video
Peace Officer Standards and Training: Autism Recognition & Response Video
From the California Senate Select Committee on Autism & Related Disorders

Provides specific law enforcement training addressing the unique issues of interacting with persons who have Autism Spectrum Disorders. Designed to help law enforcement better recognize and respond to this growing population and to improve communication, reduce risk situations, and resolve issues with more positive outcomes.

Disability Safety Articles

Eleven Behaviors that Can Reduce Risk
A Guide for Parents and Teachers
© 2011 Barbara T. Doyle and Emily Doyle Iland
Authors of Autism Spectrum Disorders from A to Z
Barbara and Emily are available to present a workshop on this topic in your community

Behavior can be defined as a skill, something a person does, or can do. Mastering the Eleven Behaviors described here can contribute to success and independence.  Lack of these skills may limit or put a person at risk by undermining other skills, interactions, or opportunities. 

No matter what the age of the individual who has a disability, it is not too early or too late to address these skills.  Parents and teachers are invited to attend a CLEAR session on this topic to learn proactive and practical approaches to teaching safe behavior and change risky or dangerous behavior.

1.Eliminate all dangerous behavior. This can include self-injurious, threatening, and harmful behaviors, such as lashing out at others or running into the street.

2.Eliminate potentially dangerous behavior. Recognize and change behaviors that do not seem harmful now, but could be if the person was larger, older, or independent in the community. Example: a child opening someone’s purse, "just to look".

3.Learn complete care of his or her own body to the maximum extent possible. This increases independence and minimizes risk of abuse.

4.Know who he or she can access, touch, continue to talk to, or follow.  Teach about relationships and what is appropriate to do and say to various people.  Teach who to avoid etc.

5.Know how to access, the property of others.This includes knowing the difference between “Mine” and “Not Mine,” and knowing how to ask to touch or use the property of others. 

6.Be able to take “NO” for an answer. Having a different response for “yes” and “no,” and handling “no” when it is not the desired response.

7.Know to ask for help. Recognizing that you need help, knowing who to    ask, when and how. 

8.Identify and express internal states. Self-awareness and safe expression of feelings prevents frustration, undesired behaviors and conflict. 

9. Learn empathy for the feelings of others.This helps the person respond appropriately to others, whether it is offering sympathy or avoiding danger. 

10. Give negative feedback appropriately. Recognize when  negative feelings are building up and use language that does not escalate a conflict. 

11. Make Plan B: Repair Strategies.  It is important to learn, teach, and practice alternative plans in order to avoid panic or a crisis when things do not go as expected.

Proposed Learning Objectives for Students with Disabilities
(as age-appropriate)

1.Zero tolerance for threatening language and behavior.

2.Avoid and prevent dangerous conflicts/ conflict resolution.

3.Get to know (and not fear) first responders.

4.Know what to do in an encounter with law enforcement.

5.Know what not to do  in an encounter with law enforcement.

6.Know what happens and what to do if you get arrested.

7.Sexual issues: boundaries and appropriate behavior.

8.Safe use of prescriptions/no to drugs.

9.Safe and unsafe people and places.

10. The property of others - careful use with permission, do not steal.

11. Avoiding guns, knives, and hurting others.

12. Situations of abuse: know what it is, how to avoid it, and report it.

13. Empathy, tolerance, and acceptance of others.

14. Take perspective of others and see effects of actions on others.

Special thanks to the “Back to Life: Creating Opportunities Program” for providing the materials for goals 1-12 and to Lilli Hallam, ARC of Dallas, Texas.

Links