Trish Ieraci, founder of Teaching Individuals About Autism (TIA), takes us deep into the critical gap between law enforcement training and successful interactions with the autism community. With powerful clarity, she dismantles the narrow stereotype that autism only affects severely impaired children, explaining how this misconception creates dangerous situations when officers encounter well-spoken, educated autistic adults.
"You meet one person with autism, you meet one person with autism," Ieraci emphasizes, highlighting the spectrum's vast diversity—from those requiring constant care to professionals with advanced degrees. Her innovative three-pronged approach creates meaningful bridges: facilitating meetings between parents and police leadership, bringing autistic individuals to police departments for controlled exposure to uniforms and equipment, and providing comprehensive training far beyond the insufficient "10-minute roll call" some departments rely on.
Ieraci offers crucial distinctions that transform police interactions, including the difference between tantrums (seeking something) and meltdowns (wanting something to stop), and correcting the misconception that autism is a mental health disorder rather than a neurological difference. Her practical recommendations for crisis management—from environmental modifications to communication adaptations—provide officers with immediately applicable tools for de-escalation.
The conversation reveals troubling inconsistencies in training across jurisdictions, with federal law enforcement often receiving less preparation than local departments. Ieraci's pioneering work with sensory bags for police vehicles and advocacy for identification systems like QR codes on personal items demonstrates how thoughtful accommodation can prevent unnecessary escalation.
Ready to transform understanding in your community? Share this episode with local law enforcement agencies and autism advocacy groups. The bridge Trish is building saves lives by replacing confusion with compassion, fear with understanding, and potential conflict with productive communication.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:05):
Welcome to why Not Me ?
The World Podcast, hosted byTony Mantor, broadcasting from
Music City, usa, nashville,tennessee.
Join us as our guests tell ustheir stories.
Some will make you laugh, somewill make you cry.
Their stories Some will makeyou laugh, some will make you
(00:28):
cry.
Real life people who willinspire and show that you are
not alone in this world.
Hopefully, you gain moreawareness, acceptance and a
better understanding for autismaround the world.
Hi, I'm Tony Mantor.
(00:53):
Welcome to why Not Me?
The World Humanity OverHandcuffs the Silent Crisis
special event.
Joining us today is Trish Irasi.
She founded a company named TIAwhich stands for Teaching
Individuals About Autism.
She possesses invaluableinsights and we are truly
(01:13):
honored to have her on the show.
Thanks for coming on.
Speaker 2 (01:16):
Well, thank you for having me.
Speaker 1 (01:18):
So if you would tell me a little bit about what you
do.
Speaker 2 (01:26):
I am an autism awareness trainer.
I specifically work with lawenforcement and I give them the
tools to recognize when somebodyis under the spectrum.
I give them suggestions on howto deescalate a situation, how
to handle a situation.
One of the big things that I'mfinding out, tony, is that when
I'm speaking about individualsunder the spectrum, it seems
(01:50):
like a lot of people and I'm notjust talking law enforcement go
to those that are A, severe B,that are children.
So I also educate them that youcan have, yes, those
individuals that are severe.
They need the 24-7 care 365.
And then you go and you havethose individuals that are
getting their PhDs, they arebecoming attorneys, they are
(02:13):
becoming accountants, cpas,whatever, and everything in
between.
So just because somebodypresents as being well-educated,
well-spoken, does notautomatically exclude them from
being under the spectrum.
And this has happened toindividuals that I have met.
They're not believed, justbecause they are again, like I
(02:34):
said, well-spoken, educated, soon, that somebody like that
can't be under the spectrum.
Well, that's why it has theterm the spectrum.
And again, making them aware ofthat when my son was term the
spectrum and again, you know,making them aware of that, like
when my son was diagnosed,because my son is 27 years old
that when he was diagnosed oneof the big things was is that if
they made eye contact theycould have had any of those
(02:55):
other telltale signs as far asbeing autistic, but if they made
eye contact they didn't fallunder the spectrum.
We have now come to find outthat that's incorrect.
And again, you know theunderstanding that somebody can
travel, that somebody can go out, that they can get jobs, they
can be well-educated.
You know that they can doeverything and anything that
(03:16):
anybody else does.
And then, of course, that leadsthem into getting into the same
problems that everybody elsecan possibly get into.
And again, that's somethingthat's for some in law
enforcement is a littledifficult.
You know for them to understandthat word of spectrum has been
used for a reason, because we do, we have, you know, there's
(03:39):
such a broad range and you meetone person with autism.
You meet one person with autismrange and you meet one person
with autism.
Speaker 1 (03:46):
you meet one person with autism.
Yes, that is so, very true.
Now you are creating a bridgebetween the autistic community,
so when they do engage with anautistic person, they have a
better understanding on how toapproach them.
Speaker 2 (03:59):
Yes, yes, what I try to do, I do like a three.
I try to do a three prongapproach.
So what I'll do is I go and Iwill have parents, caregivers
from the area meet with lawenforcement, and it's usually
the chief or the captain, andthen a couple of the officers,
deputies, you know, depending onwhat branch of law enforcement
(04:22):
you're talking about.
We go and we have a meeting andit's a great exchange of
information.
So, you know, my son will toewalk, my son will talk to
himself these are the thingsthat are going to help soothe
him.
My son will talk about his catand, again, these are things
that are going to help soothehim.
They tell us what to keep on us, what to keep in our vehicles,
what to keep in our house.
(04:43):
We'll let them know about someof the things that we might have
that you know, should I beinvolved in an accident, the
individual that is in the carseat that has the Velcro piece
strapped around it withinformation in regards to that
individual, that's, the autisticindividual.
Or the stickers that we mayhave on our vehicles, the
stickers that we may have on ourhouse how you know, they might
(05:06):
have items on them with a QRcode that can be scanned and
that takes you to a site andtells you about everything in
regards to that individual.
They don't just have to beautistic, it could be, you know,
any other thing that would help.
You know law enforcement, firstresponders, should they be
called to a scene?
Great exchange of information,okay.
And then it gets for lawenforcement to meet the parents,
(05:28):
caregivers, and again it givesthe parents, caregivers time to
have one-on-one time with, again, these members from law
enforcement.
Second step is that theindividual themselves, with the
diagnoses, with the parent andor caregiver, go to the
department.
They get to see the cars, theyget to see the different sounds,
lights, everything, see theuniforms up close, see their
(05:51):
badges and get to interact withthem and see the individual in a
more controlled state but stillbe able to see again, maybe,
some of their tics, some of thethings that they're going to do
to help self-soothe.
And again, it's an introductionand they get to meet, they get
to have some time one-on-one.
Third is then I actually goahead and I do my training for
(06:12):
the department and again I letthe departments know, because
one of the things that I'mfinding is that some of the
departments are having trainingsonce a year and some of them
are in person.
Some of them are online classesthat they're doing, but some
departments are doing a10-minute roll call where
(06:35):
somebody will come in and in 10minutes, you know, give
information in regards to autismand that's it.
That's all that they're getting.
So I'm seeing again a spectrumof what some of these
departments are getting, andsome of them are.
You know they, they have a verygood system in place.
They have a very good rapportwith an autism or autism groups
(06:58):
in the area.
So you know they, they reallyare it's a great collaboration.
And then again, you know, allthe way down to something during
a 10 minute roll call.
So, trying to bridge that,forming these relationships.
Again, I am not looking to bereaching out to the departments
once a day, once a week, once amonth, but should we be speaking
(07:18):
?
Probably a few times a year, Ithink.
So Just checking in how'severything going, any concerns,
any questions?
Hey, did you hear aboutsomething new that they might
have found out in regards to,you know, in regards to autism?
Or hey, you know, there's thisnew product out there.
You know, this might besomething that might be helpful.
Maybe you should reach out tothe autism groups in your area
(07:41):
and see if they know about it.
But it's about formulatingthese relationships, it is about
keeping them intact.
But the other big thing that I'mfinding is that federal law
enforcement is not getting thetraining or again getting it at
the same level.
That the state is, that thecounties are, that the city is,
whatever again law enforcementagency you're talking about, and
(08:01):
what area of the United Statesyou're talking about again law
enforcement agency you'retalking about, and what area of
the United States you're talkingabout.
So you know, you're going to ahouse where you think you're
going to be finding a fugitivethat you're looking for, but
that fugitive isn't living thereand it's my son that's
answering the door.
And how are you going toapproach him and how are you
(08:24):
going to interact with him?
Again, you are, you're going in, there is a fugitive that
you're looking for, he is in thehouse and, lo and behold, you
know his son's cousin is overand the cousin is under the
spectrum.
And you're coming in, you know,guns drawn and everything, and
you have this autisticindividual in the household.
(08:46):
I use a scenario with my own son.
My own son, before the age of18, was subpoenaed twice, and
one case my son was a victim.
The other case, my son was awitness.
The case where my son was awitness, he witnessed his friend
being beat up by an adult.
(09:07):
You know both were 17 and under.
So the adult, you know, waslike 19 and over.
Thank God there was a USmarshal I don't know if he lived
there, he was just drivingthrough the area, I don't know
but he was there and he was ableto help diffuse the situation,
contact me and have me so Icould come pick up my son.
So you, just you don't know.
Now, law enforcement, eventhough they're not on the clock,
(09:29):
they are working all the timeand again, aware of that.
So you don't know when you'regoing to encounter.
It could be on the job, itcould be on your own personal
time.
So you know you should beprepared.
That's all Because you don'tknow and you hear about these
situations where they go andthey do a complete 180 in what I
(09:50):
refer to as a nanosecond.
I'm realistic.
I know that I'm not going tototally eliminate, but would I
like to see those numbers comedown?
Yes, I would.
Education is a powerful tool,and the more tools that I can
give somebody to interact andwork in a positive manner with
these individuals, the betteroff we're all going to be in the
long run.
Speaker 1 (10:11):
When you interact with police and train them.
Are you working with localpolice, state police or do you
cover other states?
How wide a scope do you do?
Speaker 2 (10:23):
I work with county, I work with state, I work with
the sheriff's department and youknow I have gone in and spoken
to the US marshals, I've metwith them.
I continue to get into more andmore agencies here in Maryland.
We go and we have the chief ofpolice for the department.
(10:45):
Then you go and you have achief that oversees the whole
county and then there's yetanother chief that oversees the
whole state and then there's anorganization that you know it's
like all the chiefs you knowbelong to, that you know oversee
, like you know, the wholecountry.
So getting into those, gettinginto these federal agencies,
(11:06):
it's not an easy task but youknow it's definitely not
something that I shy away from.
Speaker 1 (11:13):
What's the biggest challenges that you have come
across in getting the police toopen their doors so that they
can interact and learn moreabout what you're trying to
train them about?
Autism?
Speaker 2 (11:26):
Finding out who is the best person to speak to in
an agency and being able to makecontact with them and get back.
Speaker 1 (11:36):
Have you had instances where you've gone into
a police station, tell themwhat you do, explain what you're
trying to accomplish.
Yet they don't feel likethere's a huge concern in what
they're seeing out there at thattime.
Speaker 2 (11:52):
I have had some say that you know and it's literally
has been a handful, so ithasn't really been many that
this is not something that youknow they see in their area.
I have had and, like I said,literally you know, you know
they see in their area.
I have had and, like I said,literally you know a handful
that have said that.
Speaker 1 (12:10):
I've talked with a couple of people that do exactly
what you do.
The biggest issue they run intois they want more training at
longer periods of time, becausea 10 minute roll call just
doesn't get it across.
Speaker 2 (12:25):
No, it doesn't.
It definitely doesn't and ittruly is.
I mean, it's about formingrelationships.
I'm a very big proponent ofthat.
I also tell law enforcementthat I'm not one of those that
comes in and says you need to doand give them a whole laundry
list of what you need to do.
Well, you know, I also knowthat we do.
(12:46):
We need to work with our lovedones as well.
And again, you know, havingthem see a canine dog, having
them see the vehicles, havingthem see what the uniforms look
like this is important,especially as they get older
what to carry on them.
You get pulled over.
What you should do making surethat your hands are at 10 and 2,
making sure that you'readvising the officer that they
(13:06):
want to see license andregistration, making sure that,
officer, I am going to go intomy pocket and pull out my wallet
.
You know, don't just do things.
And again, you know these areall things that we can work on.
Now is everything going to goperfectly?
No, it's not.
But the more that, hopefully,we do it, the more we are going
to be reinforcing it with ourloved ones and them
(13:30):
understanding the importance ofit.
Speaker 1 (13:32):
React how have the officers been?
Because a lot of officers, aswell as just regular people that
don't understand autism, theyreally can't tell the difference
(13:54):
between an autistic person thatmight be having a major
meltdown, whereas another childmight be neurotypical and is
just having a tantrum.
They could have a hard timetelling the difference between a
meltdown and a tantrum.
They could have a hard timetelling the difference between a
meltdown and a tantrum.
Speaker 2 (14:11):
Yes and believe it or not.
That's something that I dodiscuss.
People say, yeah, you know andthat is something that has come
up in the trainings that allkids have meltdowns.
No, no, all right, when we'retalking about a meltdown versus
a tantrum, when a child isthrowing a tantrum, they are
looking for, they're looking foran outcome, they're looking for
(14:33):
some thing.
Ok, they want another cookie,they want another.
You know, half an hour on thecomputer, another half an hour
of being outside playingwhatever, they're looking for a
result, whereas with themeltdown, they are looking for
something to stop.
They're looking for thataggravating noise, that annoying
(14:55):
smell, whatever it is, they'relooking for something to stop.
And that's one of the bigdifferences.
And another misconception thatand I can't believe that this is
still circulating is thatautism is a mental health
disorder.
Again, I go over that that.
(15:15):
Yes, you very well, you'regoing to have an autistic
individual, adhd that does haveanxiety, depression and, in some
cases, schizophrenia.
But when we're talking aboutautism and we're talking about
mental health, mental healthissues can be what's the word
I'm looking for?
I don't want to say controlled,but they can be maybe tampered
(15:38):
because of therapy, because ofmedication You're not going to
do that with somebody that isautistic.
You're not going to be able tostop their stimming.
You're not going to be able tohave them stop the sounds
bothering them and you knowwhatever sensory issues.
You're not going to stop thatwith therapy.
You're not going to stop thatwith medication.
Speaker 1 (16:00):
Okay, let me give you a scenario here and see how you
would handle it, or how youtell the police officer to
handle it.
A child has a meltdown, butthis child just happens to be
about 6'1", 350 pounds.
He's gone through the housejust like a tornado would go
through the house.
Some things are destroyed, somethings are just not good.
(16:21):
He's calming down and gettingback to more norm.
The police show up.
They see the end of it, not thefull force of it.
How would you tell them tohandle that, so they don't put
him back into sensory overload?
And then his meltdown startsengaging again and it starts
(16:42):
becoming a tornado all overagain.
How would you tell them toapproach a situation like this?
Speaker 2 (16:49):
Okay, well, what I recommend is we have the parent
or the caregiver there,depending on the level of
communication that theindividual has.
Ask is the individual able tospeak for themselves and do you
want to stay here while I asksome questions?
So we might want to find outoverhead lights, on or off side
(17:12):
lights Is that better?
Is it better to have twoofficers there, or should we
just have one officer in theroom and maybe just have the
other one off in the background?
Again, bullet point questions.
Make sure that we give themtime to answer and if they don't
answer, rephrase your question.
Don't ask it the exact same waybecause, again, that could be
(17:34):
aggravating to some of them.
Rephrase your question, keepthem short, keep them simple and
in some cases, if this isdifficult for the individual, we
might have to do somequestioning during a second
session that you might not beable to do everything in one
session.
So it's really it's going to behaving input, meeting the
(17:57):
individual where they are at,finding out what their comfort
level is.
Some autistic individuals thatI have spoken to that all they
have to do is hear that there'sa police officer coming and
their anxiety will go throughthe roof.
And even though they might behighly verbal, because their
anxiety is extremely high, it isgoing to be difficult for them
(18:18):
to communicate.
So do we need to go with maybeyes or no questions and have
them point to a yes or no card?
Well, maybe, and then again,hopefully the parent or
caregiver is there and they canlet you know that.
Do we need to go, maybe, topicture cards?
Is that going to be something?
Again, we're not trying tobelittle the autistic individual
(18:41):
, but this is specialcircumstances and again, we're
not looking to escalatesomething.
Let's find something that isgoing to be easier for them to
communicate.
Now, another thing that I amlooking into are sensory bags
for the officers to keep intheir vehicles.
So I've started reaching outand asking law enforcement is
(19:03):
this something that you have?
And maybe this is somethingthat we need to look into?
You know, I have seen somearticles where this is being
used and it has been extremelyhelpful.
So again, I go and I give thatscenario where you go and you
have law enforcement that islooking, they've been watching
the house and they know there'sa child or children in the
(19:26):
household, there's a husband anda wife, but then that child's
friend or cousin stays over andthey are there under the
spectrum.
Well, maybe they don't havethose sensory items that help
soothe them, so wouldn't it behelpful for an officer to have
that?
Or again, it's a traffic stopand having something so that
autistic individual, that theiranxiety doesn't escalate and
(19:51):
that they have something, thatfidget toy or whatever it is
that's going to that comfort toy, something soft, something,
whatever.
It is something that could behelpful to them.
And again, the agencies thatare using these, be it law
enforcement, that they arefinding them helpful.
So let's look into this.
It can't hurt.
(20:12):
And again, if this is going tobe something that is going to
de-escalate a situation a lotquicker, why not?
Why not?
Speaker 1 (20:22):
Right.
The main thing we're trying todo here is to create a very
comfortable interaction to wherenothing gets out of control.
Everything is handled so thatthat autistic person doesn't
wind up being detained down atthe precinct.
Speaker 2 (20:39):
Definitely.
You know I'm a big believer and, again, you know, nothing is
100%.
But again, if we can bringthese numbers down and we can
have more positive interactions,better off for all parties
concerned.
Because, again, law enforcement, these officers do.
(21:00):
They want to go home, they havefriends, they have family that
they want to get home to.
Then again, so does theautistic individual.
They want to get home, theywant to be with their loved ones
as well.
So let's try to work it out sothat all parties can just go
back to their residences at theend of the day and had a
positive outcome.
Speaker 1 (21:17):
Right exactly Now.
In closing, what would you liketo tell the listeners that you
think is very important thatthey hear about the things that
you do with the police and theautistic world, trying to make
that bridge so that noescalation happens and it just
(21:37):
creates a better situation foreveryone that's involved?
Speaker 2 (21:43):
One of the things that I did even before I started
getting into the training wasthat I brought my son around to
all of the local law enforcementagencies in my area and I
introduced him to the chief.
I introduced him to the captainand to some of the officers.
I made them aware that my sonis under the spectrum Again,
(22:07):
just to have an informal meetand greet to find out what would
be helpful for them to know,should a 911 call come in that
involves my vehicle, you go andmaybe you have my license plate
number, you have my address,that both of those are flagged
so that you know that therecould be an autistic individual
in the vehicle or on thepremises.
(22:29):
The more information that youcan go and you can pass on, the
better.
Let them know Again I mentionedabout these QR codes that my
son, my daughter, that they goand they have these QR code
little badges on their footwear,that they have it on their
backpack, they have it on theirjacket, they have it on a
lanyard around their neck.
Scan that All information inregards to my son or daughter is
(22:52):
there.
Everything that will be helpfulto you you will find this
Forming that relationship,letting them know that my son
was now driving.
What information can you pass onto be helpful to him?
What can we tell you?
Should he have an autism card?
I know here in Maryland that itneeded to be disclosed, so it's
(23:14):
on my son's license.
I don't know how it is in everystate in the United States, so
it's right there on his licenseand he needed to get medical
documentation from his doctorthat they felt that it was okay
for him to drive.
What information does the staterequire?
And again, I can't say it enoughis forming those relationships,
(23:36):
making law enforcement awarethey go and they have oh gosh,
what do they call it, you know,like night out with law
enforcement.
It might be a good idea toattend those.
It would be probably a goodidea to be involved with the
autism groups in the area,having it set up so that once a
year you go in with your lovedones this is my loved one.
(23:57):
Here's law enforcement again,reminding them of the uniforms,
the badges, when the police saysuch and such.
This is what you do Kind oflike, have it as role playing,
being creative.
How does your loved one learn?
Should we shoot a video withthem?
Do we do cards?
Do we do the role play?
What is going to be the bestway for your loved one, my loved
(24:20):
one, to learn this informationand work with law enforcement in
regards to this?
Now, I understand that lawenforcement they're not just
there to be learning about theautism community.
I'm very well aware of that.
But let's see, let's find outhow can we work together.
And again, being creative.
Being creative and it's aboutfinding that way that is going
(24:43):
to be helpful to all partiesinvolved.
But again, starting withcommunication, I can't emphasize
that enough.
Speaker 1 (24:51):
Yeah, that's great.
Well, this has been simplytremendous conversation.
I appreciate you coming on.
Speaker 2 (24:58):
Why, thank you.
I appreciate you having me.
Speaker 1 (25:00):
It's been my pleasure .
Thanks for taking the time outof your busy schedule to listen
to our show today.
We hope that you enjoyed it asmuch as we enjoyed bringing it
to you.
If you know anyone that wouldlike to tell us their story,
(25:22):
send them to TonyMantorcomcontact then they can give us
their information so one daythey may be a guest on our show.
One more thing we ask telleveryone everywhere about why
Not Me, the World, theconversations we're having and
(25:42):
the inspiration our guests giveto everyone everywhere that you
are not alone in this world.
You.
Welcome to why Not Me ?
The World Podcast, hosted byTony Mantor, broadcasting from
Music City, usa, nashville,tennessee.
Join us as our guests tell ustheir stories.
Some will make you laugh, somewill make you cry.
Their stories Some will makeyou laugh, some will make you
(00:28):
cry.
Real life people who willinspire and show that you are
not alone in this world.
Hopefully, you gain moreawareness, acceptance and a
better understanding for autismaround the world.
Hi, I'm Tony Mantor.
(00:53):
Welcome to why Not Me?
The World Humanity OverHandcuffs the Silent Crisis
special event.
Joining us today is Trish Irasi.
She founded a company named TIAwhich stands for Teaching
Individuals About Autism.
She possesses invaluableinsights and we are truly
(01:13):
honored to have her on the show.
Thanks for coming on.
Speaker 2 (01:16):
Well, thank you for having me.
Speaker 1 (01:18):
So if you would tell me a little bit about what you
do.
Speaker 2 (01:26):
I am an autism awareness trainer.
I specifically work with lawenforcement and I give them the
tools to recognize when somebodyis under the spectrum.
I give them suggestions on howto deescalate a situation, how
to handle a situation.
One of the big things that I'mfinding out, tony, is that when
I'm speaking about individualsunder the spectrum, it seems
(01:50):
like a lot of people and I'm notjust talking law enforcement go
to those that are A, severe B,that are children.
So I also educate them that youcan have, yes, those
individuals that are severe.
They need the 24-7 care 365.
And then you go and you havethose individuals that are
getting their PhDs, they arebecoming attorneys, they are
(02:13):
becoming accountants, cpas,whatever, and everything in
between.
So just because somebodypresents as being well-educated,
well-spoken, does notautomatically exclude them from
being under the spectrum.
And this has happened toindividuals that I have met.
They're not believed, justbecause they are again, like I
(02:34):
said, well-spoken, educated, soon, that somebody like that
can't be under the spectrum.
Well, that's why it has theterm the spectrum.
And again, making them aware ofthat when my son was term the
spectrum and again, you know,making them aware of that, like
when my son was diagnosed,because my son is 27 years old
that when he was diagnosed oneof the big things was is that if
they made eye contact theycould have had any of those
(02:55):
other telltale signs as far asbeing autistic, but if they made
eye contact they didn't fallunder the spectrum.
We have now come to find outthat that's incorrect.
And again, you know theunderstanding that somebody can
travel, that somebody can go out, that they can get jobs, they
can be well-educated.
You know that they can doeverything and anything that
(03:16):
anybody else does.
And then, of course, that leadsthem into getting into the same
problems that everybody elsecan possibly get into.
And again, that's somethingthat's for some in law
enforcement is a littledifficult.
You know for them to understandthat word of spectrum has been
used for a reason, because we do, we have, you know, there's
(03:39):
such a broad range and you meetone person with autism.
You meet one person with autismrange and you meet one person
with autism.
Speaker 1 (03:46):
you meet one person with autism.
Yes, that is so, very true.
Now you are creating a bridgebetween the autistic community,
so when they do engage with anautistic person, they have a
better understanding on how toapproach them.
Speaker 2 (03:59):
Yes, yes, what I try to do, I do like a three.
I try to do a three prongapproach.
So what I'll do is I go and Iwill have parents, caregivers
from the area meet with lawenforcement, and it's usually
the chief or the captain, andthen a couple of the officers,
deputies, you know, depending onwhat branch of law enforcement
(04:22):
you're talking about.
We go and we have a meeting andit's a great exchange of
information.
So, you know, my son will toewalk, my son will talk to
himself these are the thingsthat are going to help soothe
him.
My son will talk about his catand, again, these are things
that are going to help soothehim.
They tell us what to keep on us, what to keep in our vehicles,
what to keep in our house.
(04:43):
We'll let them know about someof the things that we might have
that you know, should I beinvolved in an accident, the
individual that is in the carseat that has the Velcro piece
strapped around it withinformation in regards to that
individual, that's, the autisticindividual.
Or the stickers that we mayhave on our vehicles, the
stickers that we may have on ourhouse how you know, they might
(05:06):
have items on them with a QRcode that can be scanned and
that takes you to a site andtells you about everything in
regards to that individual.
They don't just have to beautistic, it could be, you know,
any other thing that would help.
You know law enforcement, firstresponders, should they be
called to a scene?
Great exchange of information,okay.
And then it gets for lawenforcement to meet the parents,
(05:28):
caregivers, and again it givesthe parents, caregivers time to
have one-on-one time with, again, these members from law
enforcement.
Second step is that theindividual themselves, with the
diagnoses, with the parent andor caregiver, go to the
department.
They get to see the cars, theyget to see the different sounds,
lights, everything, see theuniforms up close, see their
(05:51):
badges and get to interact withthem and see the individual in a
more controlled state but stillbe able to see again, maybe,
some of their tics, some of thethings that they're going to do
to help self-soothe.
And again, it's an introductionand they get to meet, they get
to have some time one-on-one.
Third is then I actually goahead and I do my training for
(06:12):
the department and again I letthe departments know, because
one of the things that I'mfinding is that some of the
departments are having trainingsonce a year and some of them
are in person.
Some of them are online classesthat they're doing, but some
departments are doing a10-minute roll call where
(06:35):
somebody will come in and in 10minutes, you know, give
information in regards to autismand that's it.
That's all that they're getting.
So I'm seeing again a spectrumof what some of these
departments are getting, andsome of them are.
You know they, they have a verygood system in place.
They have a very good rapportwith an autism or autism groups
(06:58):
in the area.
So you know they, they reallyare it's a great collaboration.
And then again, you know, allthe way down to something during
a 10 minute roll call.
So, trying to bridge that,forming these relationships.
Again, I am not looking to bereaching out to the departments
once a day, once a week, once amonth, but should we be speaking
(07:18):
?
Probably a few times a year, Ithink.
So Just checking in how'severything going, any concerns,
any questions?
Hey, did you hear aboutsomething new that they might
have found out in regards to,you know, in regards to autism?
Or hey, you know, there's thisnew product out there.
You know, this might besomething that might be helpful.
Maybe you should reach out tothe autism groups in your area
(07:41):
and see if they know about it.
But it's about formulatingthese relationships, it is about
keeping them intact.
But the other big thing that I'mfinding is that federal law
enforcement is not getting thetraining or again getting it at
the same level.
That the state is, that thecounties are, that the city is,
whatever again law enforcementagency you're talking about, and
(08:01):
what area of the United Statesyou're talking about again law
enforcement agency you'retalking about, and what area of
the United States you're talkingabout.
So you know, you're going to ahouse where you think you're
going to be finding a fugitivethat you're looking for, but
that fugitive isn't living thereand it's my son that's
answering the door.
And how are you going toapproach him and how are you
(08:24):
going to interact with him?
Again, you are, you're going in, there is a fugitive that
you're looking for, he is in thehouse and, lo and behold, you
know his son's cousin is overand the cousin is under the
spectrum.
And you're coming in, you know,guns drawn and everything, and
you have this autisticindividual in the household.
(08:46):
I use a scenario with my own son.
My own son, before the age of18, was subpoenaed twice, and
one case my son was a victim.
The other case, my son was awitness.
The case where my son was awitness, he witnessed his friend
being beat up by an adult.
(09:07):
You know both were 17 and under.
So the adult, you know, waslike 19 and over.
Thank God there was a USmarshal I don't know if he lived
there, he was just drivingthrough the area, I don't know
but he was there and he was ableto help diffuse the situation,
contact me and have me so Icould come pick up my son.
So you, just you don't know.
Now, law enforcement, eventhough they're not on the clock,
(09:29):
they are working all the timeand again, aware of that.
So you don't know when you'regoing to encounter.
It could be on the job, itcould be on your own personal
time.
So you know you should beprepared.
That's all Because you don'tknow and you hear about these
situations where they go andthey do a complete 180 in what I
(09:50):
refer to as a nanosecond.
I'm realistic.
I know that I'm not going tototally eliminate, but would I
like to see those numbers comedown?
Yes, I would.
Education is a powerful tool,and the more tools that I can
give somebody to interact andwork in a positive manner with
these individuals, the betteroff we're all going to be in the
long run.
Speaker 1 (10:11):
When you interact with police and train them.
Are you working with localpolice, state police or do you
cover other states?
How wide a scope do you do?
Speaker 2 (10:23):
I work with county, I work with state, I work with
the sheriff's department and youknow I have gone in and spoken
to the US marshals, I've metwith them.
I continue to get into more andmore agencies here in Maryland.
We go and we have the chief ofpolice for the department.
(10:45):
Then you go and you have achief that oversees the whole
county and then there's yetanother chief that oversees the
whole state and then there's anorganization that you know it's
like all the chiefs you knowbelong to, that you know oversee
, like you know, the wholecountry.
So getting into those, gettinginto these federal agencies,
(11:06):
it's not an easy task but youknow it's definitely not
something that I shy away from.
Speaker 1 (11:13):
What's the biggest challenges that you have come
across in getting the police toopen their doors so that they
can interact and learn moreabout what you're trying to
train them about?
Autism?
Speaker 2 (11:26):
Finding out who is the best person to speak to in
an agency and being able to makecontact with them and get back.
Speaker 1 (11:36):
Have you had instances where you've gone into
a police station, tell themwhat you do, explain what you're
trying to accomplish.
Yet they don't feel likethere's a huge concern in what
they're seeing out there at thattime.
Speaker 2 (11:52):
I have had some say that you know and it's literally
has been a handful, so ithasn't really been many that
this is not something that youknow they see in their area.
I have had and, like I said,literally you know, you know
they see in their area.
I have had and, like I said,literally you know a handful
that have said that.
Speaker 1 (12:10):
I've talked with a couple of people that do exactly
what you do.
The biggest issue they run intois they want more training at
longer periods of time, becausea 10 minute roll call just
doesn't get it across.
Speaker 2 (12:25):
No, it doesn't.
It definitely doesn't and ittruly is.
I mean, it's about formingrelationships.
I'm a very big proponent ofthat.
I also tell law enforcementthat I'm not one of those that
comes in and says you need to doand give them a whole laundry
list of what you need to do.
Well, you know, I also knowthat we do.
(12:46):
We need to work with our lovedones as well.
And again, you know, havingthem see a canine dog, having
them see the vehicles, havingthem see what the uniforms look
like this is important,especially as they get older
what to carry on them.
You get pulled over.
What you should do making surethat your hands are at 10 and 2,
making sure that you'readvising the officer that they
(13:06):
want to see license andregistration, making sure that,
officer, I am going to go intomy pocket and pull out my wallet
.
You know, don't just do things.
And again, you know these areall things that we can work on.
Now is everything going to goperfectly?
No, it's not.
But the more that, hopefully,we do it, the more we are going
to be reinforcing it with ourloved ones and them
(13:30):
understanding the importance ofit.
Speaker 1 (13:32):
React how have the officers been?
Because a lot of officers, aswell as just regular people that
don't understand autism, theyreally can't tell the difference
(13:54):
between an autistic person thatmight be having a major
meltdown, whereas another childmight be neurotypical and is
just having a tantrum.
They could have a hard timetelling the difference between a
meltdown and a tantrum.
They could have a hard timetelling the difference between a
meltdown and a tantrum.
Speaker 2 (14:11):
Yes and believe it or not.
That's something that I dodiscuss.
People say, yeah, you know andthat is something that has come
up in the trainings that allkids have meltdowns.
No, no, all right, when we'retalking about a meltdown versus
a tantrum, when a child isthrowing a tantrum, they are
looking for, they're looking foran outcome, they're looking for
(14:33):
some thing.
Ok, they want another cookie,they want another.
You know, half an hour on thecomputer, another half an hour
of being outside playingwhatever, they're looking for a
result, whereas with themeltdown, they are looking for
something to stop.
They're looking for thataggravating noise, that annoying
(14:55):
smell, whatever it is, they'relooking for something to stop.
And that's one of the bigdifferences.
And another misconception thatand I can't believe that this is
still circulating is thatautism is a mental health
disorder.
Again, I go over that that.
(15:15):
Yes, you very well, you'regoing to have an autistic
individual, adhd that does haveanxiety, depression and, in some
cases, schizophrenia.
But when we're talking aboutautism and we're talking about
mental health, mental healthissues can be what's the word
I'm looking for?
I don't want to say controlled,but they can be maybe tampered
(15:38):
because of therapy, because ofmedication You're not going to
do that with somebody that isautistic.
You're not going to be able tostop their stimming.
You're not going to be able tohave them stop the sounds
bothering them and you knowwhatever sensory issues.
You're not going to stop thatwith therapy.
You're not going to stop thatwith medication.
Speaker 1 (16:00):
Okay, let me give you a scenario here and see how you
would handle it, or how youtell the police officer to
handle it.
A child has a meltdown, butthis child just happens to be
about 6'1", 350 pounds.
He's gone through the housejust like a tornado would go
through the house.
Some things are destroyed, somethings are just not good.
(16:21):
He's calming down and gettingback to more norm.
The police show up.
They see the end of it, not thefull force of it.
How would you tell them tohandle that, so they don't put
him back into sensory overload?
And then his meltdown startsengaging again and it starts
(16:42):
becoming a tornado all overagain.
How would you tell them toapproach a situation like this?
Speaker 2 (16:49):
Okay, well, what I recommend is we have the parent
or the caregiver there,depending on the level of
communication that theindividual has.
Ask is the individual able tospeak for themselves and do you
want to stay here while I asksome questions?
So we might want to find outoverhead lights, on or off side
(17:12):
lights Is that better?
Is it better to have twoofficers there, or should we
just have one officer in theroom and maybe just have the
other one off in the background?
Again, bullet point questions.
Make sure that we give themtime to answer and if they don't
answer, rephrase your question.
Don't ask it the exact same waybecause, again, that could be
(17:34):
aggravating to some of them.
Rephrase your question, keepthem short, keep them simple and
in some cases, if this isdifficult for the individual, we
might have to do somequestioning during a second
session that you might not beable to do everything in one
session.
So it's really it's going to behaving input, meeting the
(17:57):
individual where they are at,finding out what their comfort
level is.
Some autistic individuals thatI have spoken to that all they
have to do is hear that there'sa police officer coming and
their anxiety will go throughthe roof.
And even though they might behighly verbal, because their
anxiety is extremely high, it isgoing to be difficult for them
(18:18):
to communicate.
So do we need to go with maybeyes or no questions and have
them point to a yes or no card?
Well, maybe, and then again,hopefully the parent or
caregiver is there and they canlet you know that.
Do we need to go, maybe, topicture cards?
Is that going to be something?
Again, we're not trying tobelittle the autistic individual
(18:41):
, but this is specialcircumstances and again, we're
not looking to escalatesomething.
Let's find something that isgoing to be easier for them to
communicate.
Now, another thing that I amlooking into are sensory bags
for the officers to keep intheir vehicles.
So I've started reaching outand asking law enforcement is
(19:03):
this something that you have?
And maybe this is somethingthat we need to look into?
You know, I have seen somearticles where this is being
used and it has been extremelyhelpful.
So again, I go and I give thatscenario where you go and you
have law enforcement that islooking, they've been watching
the house and they know there'sa child or children in the
(19:26):
household, there's a husband anda wife, but then that child's
friend or cousin stays over andthey are there under the
spectrum.
Well, maybe they don't havethose sensory items that help
soothe them, so wouldn't it behelpful for an officer to have
that?
Or again, it's a traffic stopand having something so that
autistic individual, that theiranxiety doesn't escalate and
(19:51):
that they have something, thatfidget toy or whatever it is
that's going to that comfort toy, something soft, something,
whatever.
It is something that could behelpful to them.
And again, the agencies thatare using these, be it law
enforcement, that they arefinding them helpful.
So let's look into this.
It can't hurt.
(20:12):
And again, if this is going tobe something that is going to
de-escalate a situation a lotquicker, why not?
Why not?
Speaker 1 (20:22):
Right.
The main thing we're trying todo here is to create a very
comfortable interaction to wherenothing gets out of control.
Everything is handled so thatthat autistic person doesn't
wind up being detained down atthe precinct.
Speaker 2 (20:39):
Definitely.
You know I'm a big believer and, again, you know, nothing is
100%.
But again, if we can bringthese numbers down and we can
have more positive interactions,better off for all parties
concerned.
Because, again, law enforcement, these officers do.
(21:00):
They want to go home, they havefriends, they have family that
they want to get home to.
Then again, so does theautistic individual.
They want to get home, theywant to be with their loved ones
as well.
So let's try to work it out sothat all parties can just go
back to their residences at theend of the day and had a
positive outcome.
Speaker 1 (21:17):
Right exactly Now.
In closing, what would you liketo tell the listeners that you
think is very important thatthey hear about the things that
you do with the police and theautistic world, trying to make
that bridge so that noescalation happens and it just
(21:37):
creates a better situation foreveryone that's involved?
Speaker 2 (21:43):
One of the things that I did even before I started
getting into the training wasthat I brought my son around to
all of the local law enforcementagencies in my area and I
introduced him to the chief.
I introduced him to the captainand to some of the officers.
I made them aware that my sonis under the spectrum Again,
(22:07):
just to have an informal meetand greet to find out what would
be helpful for them to know,should a 911 call come in that
involves my vehicle, you go andmaybe you have my license plate
number, you have my address,that both of those are flagged
so that you know that therecould be an autistic individual
in the vehicle or on thepremises.
(22:29):
The more information that youcan go and you can pass on, the
better.
Let them know Again I mentionedabout these QR codes that my
son, my daughter, that they goand they have these QR code
little badges on their footwear,that they have it on their
backpack, they have it on theirjacket, they have it on a
lanyard around their neck.
Scan that All information inregards to my son or daughter is
(22:52):
there.
Everything that will be helpfulto you you will find this
Forming that relationship,letting them know that my son
was now driving.
What information can you pass onto be helpful to him?
What can we tell you?
Should he have an autism card?
I know here in Maryland that itneeded to be disclosed, so it's
(23:14):
on my son's license.
I don't know how it is in everystate in the United States, so
it's right there on his licenseand he needed to get medical
documentation from his doctorthat they felt that it was okay
for him to drive.
What information does the staterequire?
And again, I can't say it enoughis forming those relationships,
(23:36):
making law enforcement awarethey go and they have oh gosh,
what do they call it, you know,like night out with law
enforcement.
It might be a good idea toattend those.
It would be probably a goodidea to be involved with the
autism groups in the area,having it set up so that once a
year you go in with your lovedones this is my loved one.
(23:57):
Here's law enforcement again,reminding them of the uniforms,
the badges, when the police saysuch and such.
This is what you do Kind oflike, have it as role playing,
being creative.
How does your loved one learn?
Should we shoot a video withthem?
Do we do cards?
Do we do the role play?
What is going to be the bestway for your loved one, my loved
(24:20):
one, to learn this informationand work with law enforcement in
regards to this?
Now, I understand that lawenforcement they're not just
there to be learning about theautism community.
I'm very well aware of that.
But let's see, let's find outhow can we work together.
And again, being creative.
Being creative and it's aboutfinding that way that is going
(24:43):
to be helpful to all partiesinvolved.
But again, starting withcommunication, I can't emphasize
that enough.
Speaker 1 (24:51):
Yeah, that's great.
Well, this has been simplytremendous conversation.
I appreciate you coming on.
Speaker 2 (24:58):
Why, thank you.
I appreciate you having me.
Speaker 1 (25:00):
It's been my pleasure .
Thanks for taking the time outof your busy schedule to listen
to our show today.
We hope that you enjoyed it asmuch as we enjoyed bringing it
to you.
If you know anyone that wouldlike to tell us their story,
(25:22):
send them to TonyMantorcomcontact then they can give us
their information so one daythey may be a guest on our show.
One more thing we ask telleveryone everywhere about why
Not Me, the World, theconversations we're having and
(25:42):
the inspiration our guests giveto everyone everywhere that you
are not alone in this world.
You.
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