An Exploration of Law Enforcement Officers’ Training Needs and Interactions with Individuals with Autism Spectrum Disorder

2019 ◽  
Vol 50 (1) ◽  
pp. 101-117 ◽  
Author(s):  
Kirsten S. Railey ◽  
Joy Bowers-Campbell ◽  
Abigail M. A. Love ◽  
Jonathan M. Campbell
Keyword(s):  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Law Enforcement Officers ◽  
Autism Spectrum ◽  
Training Needs ◽  
Spectrum Disorder

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder

2020 ◽  
Vol 35 (4) ◽  
pp. 221-233 ◽  
Author(s):  
Kirsten S. Railey ◽  
Abigail M. A. Love ◽  
Jonathan M. Campbell
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Law Enforcement Training ◽  
Training Format ◽  
Effectiveness Of Training ◽  
Meta Analyses

Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed.

Collaborating with Families and Law Enforcement Agencies to Improve Outcomes for Individuals with Autism Spectrum Disorder

2019 ◽  
Vol 40 (9) ◽  
pp. 659-668
Author(s):  
Neelkamal Soares ◽  
Kathryn E. White ◽  
Robert T. Christensen ◽  
Audrey Christiansen ◽  
Roger Apple
Keyword(s):  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Law Enforcement Agencies

scholarly journals Rare instances of individuals with autism supporting or engaging in terrorism

2017 ◽  
Vol 8 (2) ◽  
pp. 70-82 ◽  
Author(s):  
Lino Faccini ◽  
Clare S. Allely
Keyword(s):  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Case Studies ◽  
Design Methodology ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Connection ◽  
Group Interactions ◽  
Content Type ◽  
Lone Wolf

Purpose The prevalence of individuals with an autism spectrum disorder (ASD) being associated with terroristic threats, lone wolf terrorism or affiliating with terroristic groups is rare. This paper aims to discuss this issue. Design/methodology/approach However, several cases are presented, where individuals with autism are involved in making a naïve, empty terroristic threat or uttering serious serial terroristic threats. Other cases are also presented of individuals being at risk for an abduction or being used by a terrorist group, and finally committing an act of domestic lone wolf terrorism. Findings Essential to the analysis was establishing a functional connection between autism-based deficits and the terroristic threats, terrorism, and when to not criminalize naïve, empty terroristic threats or acts. Originality/value Currently, tools available to law enforcement and prosecutors exploit the vulnerabilities and liabilities which arise as a result of group interactions, a “preventive” approach to terrorism that is not applicable to the solitary, “lone wolf” terrorist. There has been relatively little research (including case studies) examining individuals with ASD who engage in terrorism. For instance, when dealing with an individual with ASD who is charged with terrorism, it is crucial to consider how the diagnosis of autism may have presented as a contextual vulnerability, and to make sure that justice, rehabilitation and management, are informed by an understanding of the person’s diagnosis of ASD.

scholarly journals When they see us : an initial development and evaluation of a culturally responsive police interaction training for black adolescents with ASD

2021 ◽  
Author(s):  
◽  
Mattina A. Davenport
Keyword(s):  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Culturally Responsive ◽  
Black Adolescents ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Initial Development ◽  
Adolescents With Autism ◽  
Adolescents With Asd

The purpose of the current study was to conduct a qualitative and experimental analysis of a culturally informed police safety skills training for adolescents with autism spectrum disorder (ASD). Qualitative focus groups and interviews were used to inform study design, and intervention procedures by exploring perceived barriers to safe interactions with law enforcement officers (LEO), preferred training settings, desired treatment modalities, and culturally appropriate simulated contexts. The current study focused primarily on meeting the unique training needs of Black adolescents with autism spectrum disorder (ASD). A single case design was used to evaluate the initial efficacy and acceptability of a culturally responsive training method. Preliminary evidence about the physiological ramifications of police contact were also collected to begin to examine the broader behavioral and psychophysiological nature of youth's experiences. Understanding whether police interactions led to chanrtisol and heart rate variability provided insight into the physiological costs of police presence among Black adolescents with ASD. The current project is innovative and novel in that it used the integrated perceptions and knowledge of Black caregivers, Black adolescents, and local law enforcement to develop training methodology based on local norms. No police-focused study has yet to consider the integral aspect of anxious behaviors and social abilities in ASD youth. The current experimental design included in-person simulated contexts that youth, and caregivers, endorsed as relevant to their normal lives, which greatly strengthened the ecological validity of the approach.

scholarly journals Knowledge of Parents of Children with Autism Spectrum Disorder of Behavior Modification Methods and Their Training Needs Accordingly

2016 ◽  
Vol 9 (10) ◽  
pp. 141 ◽  
Author(s):  
Raid Mousa Al-Shaik Deeb
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Modification ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Training Needs ◽  
Spectrum Disorder ◽  
Parents Education

<p class="apa">The study aimed at identifying knowledge of parents of children with autism spectrum disorder of behavior modification methods and their training needs accordingly. The sample of the study consisted of (98) parents in Jordan. A scale of behavior modification methods was constructed, and then validated.</p><p class="apa">The results of the study showed that the knowledge of the parents of children with autism spectrum disorder was medium<em>.</em> The highest percent was for satiation style, and the least for generalization style.</p><p class="apa">The study also revealed that parents need to be trained in six methods of behavior modification. The most important need was for generalization style then the effectiveness of reinforcement. Study finally revealed that there are significant differences in parents’ knowledge of behavior modification due to parent’s gender in favor of mothers but there were no significant differences due to parents’ education, child’s gender, and child’s age.</p>

scholarly journals Training Needs for Teachers of Children with Autism in Jordan, From Their Perspectives (A Descriptive Study)

2020 ◽  
pp. 200-208
Author(s):  
Awnieh Ata Sawalha
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Experience ◽  
Children With Autism ◽  
Skills Training ◽  
Autism Spectrum ◽  
Training Needs ◽  
Spectrum Disorder ◽  
Practical Skills ◽  
Continuous Assessment ◽  
Validity And Reliability

The present study aimed to identify the training needs of teachers of children with autism spectrum disorder (ASD) and the identification of their relationship to some variables. The study sample consisted of (42) teachers, of both sexes, of children with autism spectrum disorder chosen deliberately from (5) private centers and institutions that provide educational services for those children in Amman, Jordan. The researcher used an instrument of (48) items distributed over two sub-domains: Theoretical training needs and practical skills training needs, after obtaining good validity and reliability of the scale. The results of the study indicated that the training needs importance to the respondents was of moderate level in each of the domains: Theoretical and practical skills needs. There were no statistically significant differences in teachers’ assessment of their needs that could be attributed to the variables of gender and teaching experience of the teacher. The study recommends a continuous assessment of the needs of teachers of children with autism spectrum disorder, and focuses on the preparation of specialized training programs for teachers to satisfy these needs.

Police cadet general and interactional knowledge of persons with autism spectrum disorders (ASDs)

2020 ◽  
Vol 43 (2) ◽  
pp. 345-359 ◽  
Author(s):  
Allen Copenhaver ◽  
Andrew S. Denney ◽  
Victoria Rapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Law Enforcement ◽  
Regression Models ◽  
Ordinary Least Squares ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Policy Implications ◽  
General Knowledge ◽  
Content Type ◽  
Autism Knowledge

PurposeThe purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.Design/methodology/approachIn total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).FindingsFindings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.Practical implicationsThe results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.Originality/valueThe literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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