School training module one, autism defined and overview
School training module eighteen, safety and autism
1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
2. Training Series Modules
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Getting the Student Ready to Learn
Module Five: Structuring the Classroom
Environment
Module Six: Using Reinforcement in the Classroom
3. Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in
Students with Autism
4. Training Series Modules
Module Thirteen: Social Skills in the School
Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to
Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High School,
Transition, and Job Readiness
5. Safety
Emergencies:
Because students with ASD can look like everyone
else, police and other emergency responders may
expect answers to questions that the student is not
able to give (for example, giving their name).
Some behaviors can be misunderstood (for example,
reaching to touch the officer’s badge).
6. Safety
Emergencies:
Because students with ASD may have low muscle
tone, emergency responders should never restrain
the person by placing on his/her stomach. This type
of restraint has caused death.
7. Safety
Dangerous situations:
The student may be drawn to materials such as matches
and other dangerous items.
Wandering off may be a problem.
The student may not know how to move around in
traffic, such as safely crossing the street.
The student may not understand the danger of going
off with a stranger.
9. Safety Strategies
Families should be encouraged to get to know their
neighbors.
Also, families should get to know nearby public
safety agencies, police, fire department, and other
emergency responders.
Suggest to families that they consider notifying
them that a child with ASD lives in the home
including where they sleep and other special needs.
If school staff is in the community with someone
with ASD, they should carry/wear identification.
10. Safety Strategies:
Identification
The student with ASD should carry identification
at all times.
The student should practice showing their
identification.
The student should wear a medical alert
bracelet/Identification bracelet.
Identification information should say that the
student may not be able to speak or may be too
frightened to answer questions in an emergency.
11. Safety and ASD:
Strategies at Home
At home, door alarms may be helpful to make sure the
child doesn’t leave the house without your knowledge.
If the child with ASD has dietary restrictions,
refrigerator locks and cabinet locks may be needed.
(Special permission is necessary for this.)
Removable stove knobs may be helpful if the child with
ASD isn’t aware of the danger of burning themselves.
Cleaning supplies and other dangerous products may
need to be locked up.
12. Safety and ASD:
In the Community
Autism decals for car windows are available to
make sure that in case of an emergency,
responders know that there is a passenger with
ASD in the vehicle.
(contact www.autismcincy.org).
Many people with ASD are attracted to water.
Swimming lessons are helpful to make sure the
student is water safe.
13. Behavior and Safety
When possible, be prepared for situations that
could lead to behavior difficulties.
Know the early signs of a problem behavior.
Have a plan for when problems occur.
Get to know the people who work in the places you
go to frequently in the community so they can be
helpful in an emergency.
14. Abuse and Neglect
Nationally, individuals with developmental
disabilities are 4-10 times more likely to be victims
of crime than those without disabilities.
Children with disabilities are 1.7 times more likely to
be abused or neglected than children without
disabilities.
It is believed that these numbers may be much
higher as many cases of abuse and neglect are never
reported.
Many student with autism are not verbal or cannot
articulate their needs to others. This makes them at
even higher risk for abuse and neglect.
15. Abuse
Abusive treatment is:
Physical abuse by inflicting pain or injury to a
person, including hitting, kicking, pinching, slapping,
pulling hair, or any sexual abuse.
Emotional abuse which includes ridiculing or
demeaning an individual, making derogatory remarks or
cursing directed to the individual.
Programmatic abuse by use of aversive stimuli
methods not approved by the individual’s behavior plan
that includes use of isolation and restraint.
16. Neglect
Neglect is:
Intentional lack of attention to physical needs of
individuals such as toileting, bathing, meals, and safety.
Intentional failure to report health problems or
changes in health conditions.
Intentional failure to carry out prescribed
treatment plan for individual.
17. Reporting Abuse and Neglect
School teachers are mandatory reporters for abuse and
neglect. That means that they must report suspicion of abuse
and neglect to their local child welfare authorities.
The role of the teacher is not to investigate any questionable
sign of abuse, but based on credible signs, they must report it.
It is important for all school personnel to know their school
district’s policy about reporting requirements and reporting
processes within the school and follow them.
The first step in helping abused or neglected students is
learning to recognize the signs of child abuse or neglect.
The presence of a single sign does not prove child abuse is
occurring, but a closer look at the situation may be warranted
when these signs appear repeatedly or in combination.
18. Some Signs of Abuse or
Neglect
Abuse Neglect
Shows sudden changes in behavior Is frequently absent from school.
that cannot be explained by other
factors. Lacks needed medical or dental care,
immunizations, or glasses.
Has unexplained burns, bites,
bruises, broken bones, or black eyes. Consistently dirty and has severe
hygiene issues.
Has fading bruises or other marks
after absence from school. Lacks sufficient clothing for the
weather.
Seems frightened of parents or
protest or cries when time to go home. States that no one is home to
provide care.
Shrinks at the approach of adults.
Steals food or money.
19. Big Idea
Get to know the warning signs and pay
attention to changes in behavior. Get
other team members input. Do not
wait overly long to act, as small
problems can move to bigger ones,
and always keep data to document
changes.
