Copyright © 2020 by the Pennsylvania Municipal Police Officers’ Education and Training Commission. All Rights Reserved. Recognizing & Responding to Individuals with Special Needs 21-004
Copyright © 2020 by the Pennsylvania Municipal Police Officers’ Education and Training Commission. All Rights Reserved.
Recognizing & Responding to Individuals with Special Needs
21-004
21-004 – Recognizing & Responding to Individuals with Special Needs
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21-004 – Recognizing & Responding to Individuals with Special Needs
• Discuss the overall recognition of behaviors
• Appropriately and lawfully respond to individuals in crisis
• Review the Critical Decision-Making Model (CDM) during interactions with individuals with special needs
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Our Training Mission
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Our Training Mission
• Utilize proven communication techniques and de-escalation tactics
• Provide resources and services to individuals with special needs
• Discuss additional training opportunities for officers
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- Abraham Maslow
Pre-Response Mindset
• Acknowledge the diverse special needs community
• Your interaction makes a difference
• Provide the appropriate response and assistance
“If all you have is a hammer, everything looks like a nail.”
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Overall Recognition of Behaviors
• Challenging to spot specific disabilities, often have no outward or obvious signs
• More important to recognize overall signs and behaviors
• Officers need to be reminded –they do not need to diagnose
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Potential Behaviors• Runs away• Stimming, rocking, spinning, repetition of words• Doesn’t immediately follow commands• Doesn’t look you in the face or make eye contact• Doesn’t seem to understand or pretends to understand
what is being said• Quickly admits to committing a crime• Hesitant reporting a victimization or sharing what happened
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Potential Behaviors
• Ask yourself – “What’s really going on here?”
• Build rapport with the individual
• Ask questions
• Assess the entirety of the situation
• Slow things down, observe, and gather more information
• Your response can have a positive or negative impact
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Informed Awareness• Go beyond situational awareness:
• What to look for• How to look for cues
• Read people’s behaviors and actions:• Baseline – typical behavior• Anomaly – atypical behavior
Baseline + Anomaly = Decision
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Critical Decision-making Model (CDM) Review
• Organized way of making critical decisions
• Logical, straightforward and ethically-based thought process
• Provides guidance on how to ask key questions
• Explain actions after-the-fact
• Slow things down, observe, and gather more information
• Repetition – becomes second nature
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CDM Review – Ethical Core
ETHICS
VALUES
SANCTITY OF HUMAN LIFE
PROPORTIONALITY
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Circular Process – Not Linear 13
CDM Review – Five Steps
ETHICS
VALUES
PROPORTIONALITY
SANCTITY OF HUMAN LIFE
Collect information
Assess the situation,
threats, & risks
Consider police powers and
agency policy
Identify options & determine
the best course of action
Act, review, &
re-assess
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• Collecting information is an ongoing process
• Key questions to ask yourself:• What do I know about this situation so far?• What additional information do I need?
What is the best way to get that information?
• What does my training and experience tell me about this type of incident?
CDM: Collect Information
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• Who called the police?
• What prompted the call?• Suspicious person• Trespassing• Disorderly conduct• ”Crazy person”• “Under the influence”• Medical call
CDM: Collect Information
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• Who’s on the scene?
• What do we know about the individual?
• Are there issues of mental illness, substance abuse or disability?
• Any previous incidents?• Arrests, assaults, etc.
• What is the physical environment?
• Are there weapons?
CDM: Collect Information
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Evaluate the information gathered and decide:
• Do I need to take immediate action?
• What additional resources do I need?
• Begin to develop a working strategy
CDM: Assess the Situation, Threats, & Risks
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Ask yourself:• Under what legal authority am I responding here?• Is this a matter for the police?• What legal powers do I have to take action, under
federal laws, state laws, and local ordinances?
CDM: Consider Police Powers & Agency Policy
• What agency policies control my response, particularly use-of-force and de-escalation policies?
• Are there other issues to consider, such as jurisdictional issues or mutual aid agreements with other law enforcement agencies?
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Narrow down your options by asking yourself:• What exactly am I trying to achieve?• What are my options?• What are the contingencies for each option?• Should I act now or wait? (or is no action required?)• Do I have all the information I need to act now?• Is it appropriate to leave the scene?
CDM: Identify Options & Determine Best Course of Action
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• Slow the situation down
• Continue talking
• Keep in mind tactical repositioning
• Know when to take responsive action
CDM: Identify Options & Determine Best Course of Action
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• Take action
• Additional considerations
• Lessons learned
• Contemplate other options
CDM: Act, Review, & Re-assess
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CDM in Action
• Circular and reliable process
• CDM Core –Sanctity of human life
• Reinforces your daily mission to handle anysituation
ETHICS
VALUES
PROPORTIONALITY
SANCTITY OF HUMAN LIFE
Collect information
Assess the situation,
threats, & risks
Consider police powers and
agency policy
Identify options & determine
the best course of action
Act, review, & re-assess
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Police Response
• Importance of “Pre-Response Mindset”
• Treat others as you would want to be treated
• Review and analysis of police interactions
• Proper application of communication techniques
• Effectiveness of de-escalation tactics
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Officer Observations
• Balance information received from individual, caregivers, and others coupled with officer safety concerns
• Observe the individual’s behavior/signs of any possible impairment
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Potential Triggers• Be aware of the external environment
• Loud noises• Sirens• Lights flashing
• Your verbal and non-verbal language• Tone of voice• Speed of speech• Personal space (proxemics)• Body movements (kinesics)
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Video Debrief
• What was your first reaction to this situation?
• What did the officer do to change the dynamics of the situation?
Constantly assessing the situation
Slow the situation down
Build rapport
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A Promise to Listen• Humanize the experience
• Be respectful, approachable & accessible• Empathize and acknowledge
• Practice active listening• Attend• Follow• Reflect
Maintain tactical awareness
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How We Communicate
• Verbal
• Non-verbal
• Gestures
• Behavior
Communication comes in many forms
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21-004 – Recognizing & Responding to Individuals with Special Needs
What experiences have you had on the job with individuals with special needs who have challenges
with communicating?
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Video Debrief
Informed Awareness
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Source: Dr. George Thompson, Verbal Judo Institute
Five Universal Truths of Human Interaction
1. People feel the need to be respected
2. People would rather be asked than be told
3. People have a desire to know why
4. People prefer to have options over threats
5. People want to have a second chance
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Communicating with Caregivers
Ask:• What caused you to call today?• What makes today different from the days prior?• What behaviors do you see that make you believe that
something is more wrong than usual?
Foster opportunities for people to be heard
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Caregiver Perspective
• Withhold judgment
• Treat others as you would want to be treated
• Stay focused and objective
• Respect and understanding go a long way
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Video Debrief
• Good example of Informed Awareness
• Questions need to be concrete
• Always keep safety in mind
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Communicating with the Individual
Reminders:• Manage behavior• Maintain officer safety• SLOW DOWN• Don’t assume cooperation• Consider past LE experiences• Remove your ego and remain objective
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Communicating with the Individual
Reminders:• Have realistic and honest expectations• Speak to adults as adults• No touching, unless necessary• Request CIT/CIS officer• Use People-First language
21-004 – Recognizing & Responding to Individuals with Special Needs
People-first language emphasizes the person first, not the disability.
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What is People-First Language?
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Be Careful When Asking…
• When’s the last time you took your medications?
• Do you have a caregiver/doctor/case manager?
• Do you have any medical conditions, such as diabetes?
• Rephrase “why” questions to – “What brings you out here today?”
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Building Rapport
Ask the Individual:• Hi, I’m Bob, how are you today?• What’s going on today?• How can I help you?• Are you okay?• Do you need to see a doctor for any reason?• Is there someone I could call for you?
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Building Rapport
Your Goal:• Get the person to feel comfortable with you• Let them know you’re here to help• Get as much information as possible
Take your time!!!
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Strategies to Promote Cooperation
Explain what you’re doing and why
Avoid police jargon
Use simple and practical terminology
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Tactical De-escalation
• Apply proven strategies, actions, and responses
• Project a calm and confident presence
• Slow the situation down
• Reduce the need for force
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Stages of Escalation
Calm
Trigger
Agitation
Acceleration
Peak
De-escalation
Recovery
1
2
3
4
5
6
7
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De-escalation Tactics: Non-verbal Techniques
Positive Message:• Appear calm, relaxed, alert• Balance eye contact• Maintain neutral facial expression• Minimize body movements• Position yourself for safety
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De-escalation Tactics: Non-verbal Techniques
Negative Message:• Point or shake your finger• Showing disgust, boredom, or impatience• Touch – physical contact can be misinterpreted as
threatening
“If an officer was interacting with me the way I am interacting with this person, would I be cooperative?”
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De-escalation Tactics: Verbal Techniques
• Convey listening along with simple body movements
• Take your time
• Keep the lines of communication open
• Engage in active listening
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Incorporating Active Listening with Your Verbal De-escalation Techniques
Use “I” statements
Engage with open-ended questions
Employ the mirroring technique
1
2
3
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Incorporating Active Listening with Your Verbal De-escalation Techniques
Paraphrase4
Consider your body language5
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Response to Resistance
• Use the appropriate level of force
• “Contact Maturity” – What’s really going on here?
• If a crime is not being committed, your primary goal is to HELP the people in need
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Response to Resistance
• Your second goal is cooperation
• Keep in mind people in crisis may be feeling
• Threatened
• Out of control• Out of options
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Ongoing De-escalation
• Opportunity to de-escalate never ends
• Physical force should be your last resort
Continue to apply the CDM
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Behavior: Runs away from officer
Sample Response: • Consider why the person is running and if fear may be the cause• Decrease fear by making a personal connection with the individual
as soon as possible and ask what they need to feel safe• Listen to any support people or family members nearby who are
familiar with the person. They may be able to provide tips on how to calm the person down and establish good rapport
Recognition and Response
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Behavior: Stimming (self-stimulating behaviors, like hand-flapping, rocking, spinning, or repeating words and phrases)
Sample Response: • Allow the person to stim as needed – this often helps people process anxiety
• Ask what the person needs to help with effective communication. If they can’t communicate with you, first, try giving the person some space, then try again.
• Some people will communicate in ways officers may not expect (for example, through communication cards or apps, gestures, typing or verbal phrases that may not be recognizable to an officer)
Recognition and Response
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Behavior: Does not immediately follow commands
Sample Response: • Give the person time to fully process the information• Officers should practice patience and understand that they may
have to repeat their commands to the person• Officers can also physically demonstrate what they would like the
individual to do
Recognition and Response
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Behavior: Will not look officer in the face or make eye contact with the officer
Sample Response: • Don’t assume that lack of eye contact is a lack of respect or that
the person is hiding something; instead, consider if this may be a typical response by the person
• For some people with special needs, eye contact can feel very intimidating and uncomfortable
Recognition and Response
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Behavior: Quickly and easily admits to committing a crime
Sample Response: • Move forward cautiously• Especially people with intellectual disability may be easily
pressured or persuaded by so-called friends and others to falsely confess, in an attempt to please and feel accepted by others
Recognition and Response
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Behavior: Does not seem to understand what is being said (ex. Miranda rights), or seems to be pretending to understand
Recognition and Response
Sample Response: • Based on the person’s reactions, officers need to gauge the person’s
comprehension with what is being said• Ask the person, “can you tell me what that means to you?”• Ask the person what is needed to help with communication• If available, have a support person present who can advocate for
the person to help them understand their rights
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Behavior: Is hesitant to report victimization or share what happened in a clear, logical, or consistent way
Recognition and Response
Sample Response: • Reassure the person they are in a safe place• Ask the person what would help them feel safe to share what happened• Tell the person you believe them• Let the person tell their story in their own way and in their own time• Being traumatized, in addition to having a disability, can make it that
much more difficult for someone to report victimization
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Police Legitimacy
Procedural Justice Values:
Trustworthiness
Respect
Neutrality
Voice
Justice-based Policing Pillars:
Dignity
Equity
Explain
Listen
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Calling the ExpertsCrisis Intervention Teams (CIT)
• Specially-trained certified officers• First-responder model of police-based crisis
intervention with community, health care, and advocacy partnerships
Crisis Intervention Specialists (CIS)• Specially-trained officers• Collaborate with the mental health system
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Calling the Experts
Co-Responders• Behavioral Health/Social Workers alongside law
enforcement officers
Mobile Crisis• Crisis Workers provide support and resolution of
crisis situations
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PA Office of Developmental Programs (ODP)https://www.dhs.pa.gov/providers/Providers/Pages/Developmental-Programs.aspx
(ODP) – Bureau of Support for Autism and Special Populationshttps://www.dhs.pa.gov/contact/DHS-Offices/Pages/ODP-Bureau%20of%20Autism%20Services.aspx
PA Office of Mental Health and Substance Abuse Services (OMHSAS)https://www.dhs.pa.gov/Services/Mental-Health-In-PA/Pages/default.aspx
PA Office of Deaf and Hard of Hearing (ODHH)https://www.dli.pa.gov/Individuals/Disability-Services/odhh/Pages/default.aspx
PA Bureau of Blindness and Visual Serviceshttps://www.dli.pa.gov/Individuals/Disability-Services/bbvs/Pages/default.aspx
The Arc of Pennsylvaniahttps://thearcpa.org/
United Cerebral Palsy of Central PAhttps://thearcpa.org/
State Resources
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National Alliance on Mental Illness (NAMI) Keystone Pennsylvania https://www.namikeystonepa.org/
Community of Practice for Supporting Familieshttps://www.myodp.org/mod/page/view.php?id=25542/
Disability Rights PAhttps://www.disabilityrightspa.org/
PA Autism Support & Advocacy Groupshttps://paautism.org/support-groups/
PA Family Networkhttps://www.myodp.org/mod/page/view.php?id=8950/
Parent to Parent of Pennsylvaniahttp://www.parenttoparent.org/
State Resources
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Local Resources
• Services are county-specific
• County Contact Information for Pennsylvaniahttp://pafamiliesinc.org/understanding-systems/intellectual-disabilities/intellectual-developmental-disabilities-county-contact-information-for-pennsylvania
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Tech Resources
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Professional Development
• CIT and CIS specializing training• Continuing Law Enforcement Training (CLEE)
https://mpoetc.psp.pa.gov/training/Pages/Continuing‐Law‐Enforcement‐Education.aspx