ALERT Presentation with tags

Autism is Prevalent
The prevalence of autism in the United States is 1 in
110, according to the CDC's Autism and
Developmental Disabilities Monitoring Network in
2009
New data is putting the prevalence rate at closer to 2%
of the population
The US population is about 306 million, which translates to
roughly 6 million diagnosed Autistic people in the US.
Individuals with autism and other developmental
disabilities will interact with first responders at a higher
rate of incidence than non disabled individuals
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“As the author of legislation pending in Congress to reauthorize
important programs in the Department of Health and Human
Services on autism and other developmental disabilities, I am
very aware of the tremendous benefit of sharing what have
been demonstrated to be the most effective practices for
providing services and interventions to individuals with
developmental disabilities and their families.
It is heartening to know that FEMA and its partners are
committed to educating the emergency management
community and the public on practices to more effectively
meet the needs of the disabled during emergencies.”
Congressman Chris Smith (R-New Jersey) 2011
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Autism is Prevalent New Jersey
New Jersey has a prevalence rate which is one of the
highest in the nation. 1 in 94 eight year olds in the state
have been diagnosed with an ASD (Autism Spectrum
Disorder) 1
From early diagnosis and intervention programs
specifically designed to meet the needs of the autism
population, the opportunity for many individuals to fully
participate in community life has increased
exponentially
1CDC Morbidity and Mortality Weekly Report; February 9, 2007; 56(SS-1); 1-11 Rice C
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Legislative Timeline
2000, Children’s Health Act created Interagency Autism
Coordinating Council (IACC)
2001, Chris Smith (R-NJ) co-founded with Mike Doyle (D-
PA) the Congressional Autism Caucus which is
“committed to improving research, education, and support
services for person with autism
2001 National Research Council Published Educating
Children with Autism
2003 first Autism Summit in Washington DC.
2003 TEACH ACT introduced in the HR and Senate to
provide assistance to teachers of children with autism.
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Timetable Continued
2006 Combating Autism Act through FY 2011 Up for
reauthorization now!
2007 Expanding the Promise of Individuals with Autism Act
Sponsor: Sen. Hillary Clinton [D-NY]This bill never became law.
A bill to improve support and services for individuals with autism and
their families.
2008 Helping HANDS for Autism Act
Sponsor: Sen. Robert Menéndez [D-NJ] This bill never became law.
A bill to increase housing, awareness, and navigation demonstration
services (HANDS) for individuals with autism spectrum disorders.
IACC replaced 2003 plan with 2009 Strategic Plan for Autism
Research www.iacc.hhs.gov
2011 Global autism
Sponsor: Rep. Christopher Smith [R-NJ4]
To establish a health and education grant program related to autism
spectrum disorders, and for other purposes.
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
New Jersey Acts
Why New Jersey
NJ reputation for quality services
Very high prevalence
7 bill autism package in 2007
Registry, first responders, Gov. council
activities, Healthcare provider information,
Asperger's pilot, Adults with ASD task force
Insurance legislation signed in 2009
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Training for First Responders
P.L. 2008, C.80 Under this law new ENTs, volunteers and paid
firefighters and local police officer recruits are required to complete the
training as a condition of certification. First responders currently
licensed in New Jersey are now required to complete the training as a
continuing education course within three years of law passage.
DHSS was required to establish a training program for first responders
on DD
This course is required training for all EMTs and Paramedics
Official DHSS curriculum roll-out was at the end of 2009
First Responders must take a proactive approach in learning how to
recognize and work with individuals on the autism spectrum, to better
provide for their welfare and safety
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Autism Defined:
a neurodevelopmental
disability that typically
appears during the first
three years of life
caused by a complex
interaction between genetic
and environmental factors.
It affects a person's ability
to communicate and
interact socially with others
associated with repetitive
behaviors and interests
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If Autism is a Neurodevelopmental
Disability:
What is Neurodevelopment?
Simply how the neurological systems are
developing or have developed
When there are problems with the CNS (Central
Nervous System, PNS (Peripheral Nervous System,
ANS (Autonomic Nervous System) there may be a
neurodevelopmental disability which may be
identified by the neurologist or other specialists
with the knowledge and expertise to make this type
of diagnosis
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Dimensions of autism1
•
•
•
•
•
Behaviourally defined
Endpoint of several
organic etiologies
Disturbances in social
relatedness
Impairments in
communication and
play
Presence of restricted,
circumscribed interests
and repetitive
behaviours
Communication/
language
impairments
Autism
Behavioral Rigidity
DSM-IV TR. Washington, DC: American Psychiatric
Association; 2000. p70-75.
Tuchman R. Neurol Clin. 2003;21:915-32,vii. p917, A.
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Social Deficits
A.L.E.R.T.
Autism Lifesaving Emergency
Response Training Program
This seminar is designed for
first responders and the allied
professionals who may come
into direct contact with
individuals on the autism
spectrum.
Continuing Education Units
3.0 contact hours
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Learning objectives
Attendees will:
Overview Autism Spectrum Disorders (ASD)
Distinguish between autism, high functioning
autism, PDD-NOS and Asperser's Syndrome.
Review Co-occurring conditions
Discuss clinical presentations
Review Prevalence
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Tools For The Toolkit
Proactive response
Contact scenarios
Behavioral presentations
Receptive vs. expressive
language abilities
Modifications for first
responders
Outreach opportunities
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Benefits
This seminar is designed to provide information
about the definition and characteristics of ASD as
well as ideas, strategies, models and interventions
that will lay the groundwork for integrated,
comprehensive, proactive services which maximize
the potential of a positive encounter between first
responders and the autism community.
Greatly mitigate adverse situations caused by the
lack of understanding in communicating and
gathering vital information.
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Trained thus far
Over 3000 trained first responders inclusive of police,
firefighters and EMTs both volunteer and paid teams
Face to face program gives participants the
opportunity to ask questions, address concerns, role
play as needed
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Pre/ Post Test
Test what you know about autism
1. Name two of the three core domains considered in a diagnosis of
autism?
Communication / Language impairments/ Social deficits
2. Name two observable “presentations” for autism.
Anxiety, and self stimulatory behavior, repetitive speech, non
verbal, lack of eye contact, avoidance of directions
3. Name one possible co-occurring diagnosis that may be present with
autism.
ADHD, Epilepsy, Genetic Syndrome, MR
4. What is the prevalence of autism in New Jersey?
1 in 94
5. Name one reason why elopement is such a serious threat to
individuals with autism.
Attracted to water, no fear response
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6. In ASD, receptive skills are generally better than expressive skills. State
two modifications you may use to increase the likelihood of being
understood.
Slow down language and allow extra time to process information
7. Define self stimulatory behavior or give two examples.
Behaviors which are adaptive attempts at regulating the
environment when the environment becomes chaotic. Ex.
Spinning, Rocking
8. Why is positional asphyxiation a danger in handling individuals with
ASD?
Many individuals with ASD have poorly developed upper trunk
areas, (Hypotonia)
9. Name one unusual way a medic alert bracelet, or ID may be used to
identify a person with ASD?
Threaded through a shoe lace, belt buckle, tattoo
10. What does the acronym PDD-NOS stand for?
Pervasive Developmental Disorder Not Otherwise Specified
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Evaluation Test Summary
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noahsarkinstitute.org
Community Outreach
Team effort
Citizen responsibility
Personal Preparedness
NGO’s
NJ Register ready
This registration Web site allows
residents with special needs and their
families, friends and associates an
opportunity to provide information to
emergency response agencies, so
emergency responders can better plan
to serve them in a disaster or other
emergency
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
Challenges
Funding
Core competency retention post class experience
The unpredictable nature of autism
Providing the program for police post academy setting
Encouraging proactive community systems of support
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org
We Are Only at the Beginning
We must continue to:
Raise awareness about ASDs
Educate families, teachers, health providers and allied professionals on
the resiliency and many strengths possessed by people with autism
spectrum disorders
Provide information as it becomes available in an ever fluid research
landscape so families and professionals will possess the knowledge,
skills and tools to teach, guide and support individuals with ASDs
Promote respect for all individuals of all abilities to reach their full
potential as contributing members of society
Consider a community plan which embodies the steps to self
actualization for all its members
bmadeleine@noahsarkinstitute.org 973.619.0963 noahsarkinstitute.org