Responding to Individuals with Developmental Disabilities: New Advanced Course for CIT Officers

1. Responding to Individuals with Developmental Disabilities: New Advanced Course for CIT Officers Leigh Ann Davis (she/her), Director, Criminal Justice Initiatives Ariel Simms (she/her), Senior Program Manager & Attorney, Criminal Justice Initiatives The Arc of the United States August 28, 2019

2. Access Note Please use this space as you need or prefer: • Step in and out of the room • Take breaks • Stretch, fidget, rock, pace, spin, and/or flap • Make noises • Refill coffee • Show off yoga poses

4. What We Do Training and technical assistance • For criminal justice professionals Information and referral • For people with disabilities and their families Resource collection and creation • White papers, fact sheets, articles Education • Social media, webinars, and conferences

6. Developmental Disabilities • Physical and/or mental impairments with onsetbefore age 22 • Substantial functional limitations in at least 3 of these: • Self-care • Learning • Walking/moving around • Self-direction • Independent living • Economic self-sufficiency • Language

8. Psychiatric Disabilities • May affect thinking, feeling, mood, and ability to relate to others • Example diagnoses: major depression, schizophrenia,bipolar disorder 30-35% of all people with I/DD also have a co-occurring psychiatric disability. This is often known as dual diagnosis,but could also indicate aco-occurring substanceuse disorder.

10. Advanced Course: Intellectual and Developmental Disabilities (I/DD)

11. How This Course Complements CIT • Disability rights approach • Includes lens of intersectionality • Focus on intellectual and developmental disabilities (I/DD) • Utilizes a behavioral response model • Builds on prior training

12. Course Objectives 1) Increase officer confidence and the safety of all concerned by identifying, communicating, and supporting 2) Encourage positive interactions; debunk stereotypes 3) Understand the American with Disabilities Act and officers’ legal responsibilities 4) Learn ADA model that suggests practical strategies for interactions 5) Practice applying new knowledge to reality-based scenarios

13. Course Overview • Introduction • Part 1: Introductory Case Scenario & The Human Stress Response • Part 2: Disability Overview • Part 3: The Americans with Disabilities Act (ADA) • Part 4: Behavioral Response Model & Practice

14. Training Agenda 8:00 – 9:15 a.m. Part 1: Introductory Case Scenario & The Human Stress Response 9:15 - 9:30 a.m. Break 9:30 - 10:45 a.m. Part 2: Disability Overview

15. Training Agenda 10:45 a.m. – 11:30 a.m. Part 3: The Americans with DisabilitiesAct (ADA) 11:30 a.m. - 12:30 p.m. Lunch 12:30 – 4:00 p.m. Part 4: Behavioral Response Model & Practice/Evaluation

16. Sample Materials

17. Part 1:Introductory Case Scenario & The Human Stress Response 8:00 a.m. – 9:15 a.m.

18. Introductory Scenario Police receive a call indicating a person is trying to see a second movieat the cinema without paying for it. Upon arriving at the scene, they encounter a large man. He has a companion who is saying the man has intellectual disability and that his mother is on route to the theater to help. The man becomes agitated when officers touch him – he raises his voice and tries to move away from them. Instead of waiting for the mother to arrive, the officers attempt to remove the man from the theater by force. The man ends up on the ground, held down by the officers. A short while later, the man dies from asphyxiation.

19. Discussion Questions • What were you thinking as you assessed the scenario? What other training was kicking in? • Put yourself in the shoes of the officers: • What’s going on physically and emotionally when you arrive on the scene? • Put yourself in the shoes of the young man: • How does the situation change from this perspective? • What would you have done differently, if anything, if you were the one responding to this call at the theater?

20. Part 3:The Americans with DisabilitiesAct (ADA) 10:45 a.m. – 11:30 a.m.

21. Accommodations Practice You encounter a person who is Deaf. He is making gestures in an attempt to communicate with you. • What are potential accommodations for this person?

22. Accommodations Practice You need to interview someone you believe has intellectual disability. He does not always seem to understand what you are saying and is often slow to respond. • What are potential accommodations for this person?

23. Part 4:Behavioral Response Model & Practice/Evaluation 12:30 p.m. – 4:00 p.m.

24. Behavioral Response Model: ADA • Assess • Promote safety and understand the situation • Dialogue • Communicate effectively with parties involved • Assist • Respond appropriately

25. Step 1: Assess • Goal: promote safety and understand the situation and parties involved • Actions/Skills: • Observation • Curiosity • Reflection • Active listening

26. Step 1: Assess • What is the situation? • Situational awareness • Who and what are present? • Are there safety concerns? • Officer safety • Others’ safety • Potential for unsafe behaviors • How am I feeling? • What are the behaviors and words of the parties telling me? • What assumptions am I making?

27. Step 2: Dialogue • Goal: effectively communicate with parties • Actions/Skills: • Patience • De-escalation • Creativity • Active listening

28. Step 2: Dialogue • What do you need to communicate? • What can I do to help you? • Is there someone I can call? • Do you have a support person? • When you are in a situation like this, what helps you? • Would you like to go somewhere else? • What can I do to make you feel more comfortable?

29. Step 3: Assist • Goal: respond to situation appropriately • Actions/Skills: • Building trust • Referral • Follow-up • Future planning

30. Step 3: Assist • Would you like more information on X services? • Can I help connect you to X services? • Do you need accommodations or supports to do X? • Is there anything else I can do to assist you? • If this happens again in the future, how would you like me/family/others to respond? • Was there anything I did that wasn’t helpful?

31. Sample Scenario:Domestic Disturbance at aGroup Home

32. What are the keylearning points?

33. Scenario 2 Learning Points • Support people can be a great source of information • De-escalation and “watchful waiting” can go a long way • Know your community-based resources and service providers • Know when to use force appropriately

34. 2019 Pilots & Lessons Learned

35. Pilot #1: May 6, 2019 • Metropolitan Police Department, Washington, D.C. • 15 officers • Key lessons learned: • Improve practice ADA scenario (traffic stop) • Reduce overall length of disability content • More preparation with law enforcement co-trainer, especially for scenarios

36. Pilot #2: July 16, 2019 • Baltimore County Police Department, Maryland • 17 officers • Key lessons learned: • National versus local statistics • More interactive exercises (out-of-seat time) • Timing of Miranda warning in one of the scenarios (post-booking)

37. Most Valuable Content • Information about the ADA and disability rights obligations • Assess-Dialogue-Assist model • Concrete tips for communication and interactions • Developmental versus psychiatric disabilities • Scenarios and exercises

38. Other Feedback • More videos and interactive exercises • Examples of agencies doing the right thing • More information on legal obligations/compliance • Make the course longer (at least 2 days)

39. Participant Feedback

40. Looking for Feedback Related to: • The overall training content • Assess-Dialogue-Assist model • Interactive exercise ideas • Future pilot sites Curriculum outline and index cards available for written feedback.

41. FinalCommentsand Questions

42. NCCJD Staff Contact Information • Leigh Ann Davis, ldavis@thearc.org • Ariel Simms, simms@thearc.org • Interested in piloting with your agency? • Email simms@thearc.org