Encountering Special Needs on Traffic Stops

1. Encountering Special Needs on Traffic Stops

2. Objectives • Discuss why the police need to recognize special needs individuals on traffic stops. • Discuss behaviors/characteristics commonly seen in people with autism. • Discuss appropriate response strategies for police officers dealing with autistic individuals. • Discuss ways police officers are engaging people with autism.

3. Why should law enforcement train in special needs awareness? • Citizen and Officer Safety • Enhance communication skills • Reduce liability *what’s predictable is preventable • It’s the right thing to do

4. Most Common Special Needs Encounter • Deaf • Dementia • Autism

5. Autism Autism spectrum disorder is a developmental disability that can cause significant social, communication, and behavioral challenges.

6. Autism Rates • 1-59 *CDC • Spectrum (ASD) • 4-5 are male • Sensory • No social, racial or ethnic link • Unknown cause and no cure

7. Common interaction- traffic safety • Traffic stops • Traffic crashes • Pedestrian in roadway • BOL

8. Video-OVI Traffic Stop

9. Autism Recognition • Lack of Social Skills/Awareness • Lack of Functional Communication • Unusual Behavior(s) • Sensory issues

10. Autism Recognition Continued • Self-Stimming Behavior • Repetition (Echolalia) • Delayed Response • Disassociated Speech • Unusual tone of voice (monotone)

11. Autism Recognition Continued • Routine orientated • Lack of eye contact • Personal space difficulty • May not recognize police uniform • May not respond to verbal commands • Self-injurious behaviors

12. WCSO Traffic Stop

13. Common Behaviors • No fear of danger • May exhibit hand flapping or rocking • Fascination with lights/shiny objects • Unusual sounds or inappropriate laughter • Insensitivity to pain • Problem expressing needs-point or make sounds

14. What We Can Do • Communication-be direct • Literal interpretation • Protect their rights • Treat with dignity and respect • Be professional

15. Officer Presence • Calm and reassuring voice • Slow and low hand gestures • Non-Threatening eye contact • Maintain appropriate distance • Use concrete words • Avoid abstract or double meaning words

16. Direct Communication Technique • Address • Direct • Control input • Praise

17. Officer Response • Take a different approach • Talk slowly 10 seconds to process • State the obvious • Dispel their fear • Tell them the rules • Tell what is next

18. Use of Force Video Buckeye PD

19. Use of Force Implications • Altered sense of pain • Pain compliance is not reliable • Biting is common reaction • Positional asphyxia • Adrenaline stays up

20. Use of Intermediate Weapons • Hypotonic (low muscle tone) • Aerosols-may have difficulty breathing • TASER • Impact weapon-increased danger for musculoskeletal injuries • Officer safety first

21. Medical Precautions • Seizures (40-50 percent) • Hypotonia • Monitor breathing • Handcuff on their side • Handcuff and sit

22. Identification • Information sheet • Identification cards w/ picture • Bracelet • Clothing tags or tags in shoelaces • Handicap plate • Autism stickers/magnets

23. Augmented Communication Strategies • iPad • Dyna Vox • Sign Language • PECS/Flash Cards • Writing on tablet/paper

24. Parent/Caregiver Issues • Listen to the parent or caregiver • Most need and want our help • Take a different approach • Fear of judgement

25. Community Engagement • Community partnerships • Problem solving/brainstorming • Proactive approach • Community resources

26. Video Elk Grove PD

27. Video Charlotte-Mecklenburg PD

28. Closing • Take a different approach/be patient • Time is on your side • Approach in non-threatening manner • DO NOT stop Self-Stimulating Behavior • Speak calmly and allow time to process • Speak in short direct phrases

29. Questions

30. Contact Information • darcher44.da@gmail.com • archerd@umich.edu