Electronic Search and Rescue System for People at Risk

1. Electronic Search and RescueSystem for People at Risk Public Safety Agency Training Program Version 3 – August 2010

2. Course Objectives • Familiarize participants with the operation of the LoJack SafetyNet Program • Instruct participants on how the program and system works and all the components of client management • Objectives will be accomplished by covering topics such as: • LoJack and History of Electronic Search and Rescue (SAR) • LoJack SafetyNet Program • Autism, Alzheimer’s, and other Dementia or Cognitive Conditions • Program Management System Overview • LoJack SafetyNet Equipment and its Operation • Search Techniques and Applications • Field Training • Written and Practical Testing

3. Agenda 8:00 - 8:30AMOpening Remarks/Introductions/Course Discussion 8:30 - 8:45AMLoJack Corporation and the SafetyNet Program 8:45 - 9:30AM Autism and Related Conditions for the First Responder 9:45 - 10:30AM Alzheimer’s and Related Conditions for the First Responder 10:30 - 10:45AMProgram Management System 11:00 - 11:45PMLoJack SafetyNet Electronic SAR Equipment Familiarization 11:45 - 12:00PM Written Test 12:00 - 12:30PM LUNCH 12:30 - 2:00PM Practice Field Exercises and Searching Techniques 2:15 - 3:15PM Field Exercises (Testing) 3:15 - 4:30PM Vehicle Tracking 4:30 - 5:00PM Course Review/Questions/Certification

4. About LoJack Corporation • Premier worldwide provider of tracking and recovery systems • Utilizes proven Radio Frequency technology • Most appropriate for tracking and recovery or rescue • Operates on FCC allocated frequency • Delivers 90% Success Rate for cars and trucks • Fully integrated with law enforcement • Available in 28 states plus the District of Columbia and 30 Countries around the world • More than 8 Million units installed globally • More than $5 Billion in assets recovered globally • Over 250,000 vehicles

5. LoJack: Our Mission – Our Vision LoJack will be the pre-eminent brand synonymous with helping to find, protect and recover anyone or anything of value anywhere around the world at any time. To be the unsurpassed global leader in finding and recovering mobile assets and people by delivering innovative solutions and services that leverage our strong relationship with law enforcement

6. Expanding LoJack to meet a growing need

7. Wandering: A Growing Concern • Approximately 127,000 people get lost annually in the United States • Roughly 34,000 are reported to police • Approximately 13,000 are never found • Resources are required for Search & Rescue of wanderers • Law Enforcement required to search for those with diminished capacity who are missing • This program is about life and death situations where you can make a difference

8. Wandering: A Growing Concern

9. Wandering: A Growing Concern

10. Wandering: A Growing Concern

11. Wandering: A Growing Concern

12. Technology for Keeping People at Risk Safe • Using some form of new technology is ONE OPTION among other strategies for coping with wandering behavior • Most comprehensive study to-date: conducted by the Locating Technology Project at McMaster University in Toronto in 2006, funded by the Canadian government

13. Locating Technology Project • Five Systems Tested • Two distinct types of technology • Global Positioning System (GPS) • Radio Frequency (RF) • “Both technologies have advantages: the GPS based systems provide theoretically exact and historical location information of the person wearing the device whereas RF systems can easily pinpoint the location of a person wearing the device when they are in close proximity.”

14. Locating Technology Project Bottom Line Results • Of the 5 systems tested, 4 were GPS technology and 1 was RF technology • Only the RF technology system, working with trained public safety personnel, successfully located the wearer in every instance.

15. Electronic Search And Rescue (SAR) • 43rd Virginia SAR team in Chesapeake, Virginia starts Project Lifesaver in 1999 • LoJack Corp. acquires Locator Systems equipment manufacturer in April, 2008 • In December, 2008 Project Lifesaver and LoJack agree to work together to expand the availability of the program • In March 2010, both organizations agreed to provide their own separate programs. LoJack SafetyNet is concentrating primarily on select metropolitan areas. • LoJack will continue to provide equipment to Project Lifesaver, but will offer its own program - LoJack SafetyNet • Over 1,100 agencies are currently using LoJack SafetyNet equipment in 46 U.S. states and Canada • More than 2,100 saved lives since 1999 Key Benefits: • Save Time • Save Money • Save Community Resources • Save Lives!!!!

16. LoJack SafetyNet Overview • Enables public safety agencies to conduct effective electronic search and rescue operations • Utilizes Proven Radio Frequency Technology • Designed for those with cognitive conditions who wander • Autism, Down syndrome, Alzheimer’s and other similar conditions • Search and Rescue technology and training provided to public safety agencies at no cost • LoJack SafetyNet service components: • Personal Locator Bracelet (PLB) worn on wrist or ankle of client • 24 X 7 emergency caregiver support • Search and rescue database of key information about clients for public safety agencies • Search and rescue receivers for public safety agencies • Training and ongoing support for public safety officials • Trained Specialists provide comprehensive caregiver support in the enrollment process

17. LoJack SafetyNet Overview

18. Autism and Related Conditions for the First Responder • Autism Facts • Causes • Diagnosis • Common Characteristics • Recognizing Someone with an ASD • Approaching Someone with an ASD • Transporting Someone with an ASD • ASD = Autism Spectrum Disorders

19. Autism Facts • Nearly 1.5 million people live with Autism Spectrum Disorder (ASD) in the United States • Approximately 1 in 100 people are born today have ASD Autism Spectrum Disorders • Autism Spectrum Disorder (ASD) is growing at a rate of about 10-17% per year • A new case of autism is diagnosed every 20 minutes

20. Autism Facts • Autism knows no racial, ethnic, or social boundaries; family income levels; lifestyle choices; or educational levels, and can affect any family and any child • Although the overall incidence of autism is consistent around the globe, it is four times more prevalent in boys than girls • There is no known single cause for autism, but it is generally accepted that it is caused by abnormalities of brain structure or function

21. What is Autism? • Autism Spectrum Disorders (ASD) is a developmental disability that usually appears during the first three years of life • The Autism Spectrum Disorders (ASD) neurological disorder impacts: • Social interactions • Communication and language skills • Behavior • Varying levels of functioning: • Low functioning • Middle functioning • High functioning

22. The 5 Categories of Autism 1. Autism Language and communication deficits with challenging behavioral traits 2. Childhood Disintegrative Disorder Complete loss of language at age 2 with little subsequent improvement 3. Rett Syndrome 90% affected are females who have multiple severe disabilities 4. Asperger Syndrome Typically high intellect and verbal abilities, but still lack common social skills 5. Pervasive Developmental Disorder or PDD-NOS (Not otherwise specified) Diagnosis given for children who are present with some of the characteristics of either autism or Asperger Syndrome, but not severe enough for a diagnosis of either of these conditions

23. Most Common Theories for Cause of Autism • Genetic Vulnerability • Environmental triggers (chemicals, toxins) • Vaccine Injury (immunizations, thimerosal) What’s the answer?????

24. The Answer’s Simple We Don’t Know The Cause

25. How Autism is Diagnosed • No medical or blood test available to detect Autism Spectrum Disorder (ASD) • Diagnosis based on observation of communication, behavior, and developmental levels

26. Who Makes an ASD Diagnosis • Generally, a multidisciplinary diagnostic team, which may include: • Neurologist • Psychologist • Developmental pediatrician • Speech Therapist • Occupational Therapist

27. A Few Common Characteristics • It is essential to remember that every person on the spectrum is affected by autism in a different way, though certain similarities do exist. • Some common characteristics may include: • Loud noises and other sensory stimuli may overwhelm the person and cause sensory overload • It is common for people with ASD to have seemingly inappropriate reactions to situations, commands and body language. • May invade the personal space of others • Extreme reactions to changes in routine

28. How to Recognize Someone with an ASD • Speech • Body language • Body movements • Sensory impairments • Sense of fear, pain and safety • Repetitive behaviors • Self injurious behaviors

29. How to Recognize Someone with an ASD: Common Speech Patterns • Many people with ASD will simply repeat words that have been spoken to them (known as echolalia) • Many people with ASD will repeat phrases that they have learned in the past (known as scripting) • The above should not be confused as comprehension of your words or commands

30. How to Recognize Someone with an ASD: Speech • Many people (approximately 50%) with Autism Spectrum Disorder (ASD) are non-verbal • People with ASD who are verbal may have limited speech and struggle to express themselves, especially in stressful situations • People with Asperger Syndrome may appear to be more verbally sophisticated but still lack comprehension capabilities and social skills

31. How to Recognize Someone with an ASD: Body Language • Appear to be poor listeners • Little or no eye contact • Flat facial affect (no expression) • Difficulty interpreting your body language • May have an inappropriate reaction to the situation (laughing when afraid)

32. How to Recognize Someone with an ASD: Body Movements • May have the following: • Unusual walking pattern or balance • Prone to repetitive actions, including spinning of objects, rocking self back and forth, flapping of hands, and pacing or constant movement • Tend to wander without reacting to surroundings

33. How to Recognize Someone with an ASD: Sensory ImpairmentHypersensitive/Hyposensitive • Sights • Hearing • Smell • Touch • Taste

34. How to Recognize Someone with an ASD: Little Sense of… • Pain: apparent over-sensitivity or under-sensitivity to pain • Fear: no fears of real danger • Personal safety

35. How to Recognize Someone with an ASD: Repetitive Behavior • Stimming (Stereotypy) • Compulsive behavior • Sameness-resistance to change • Ritualistic behavior-activities the same way each time • Restrictive behavior-limited in focus, interest, or activity • Self Injury: 30% of children with ASD

36. How to Recognize Someone with an ASD: Self-Injurious Behaviors • Bruising in many areas • Pulling hair out • Skin injuries, open wounds • Biting themselves • Picking scabs, scratching • Face grinding • Teeth grinding • A person with Autism Spectrum Disorders (ASD) may engage in self injurious behavior on approach

37. Autism and Wandering • 92% of parents of children with Autism report that their child(ren) are at risk of wandering (National Autism Association – online survey) • Elevated death rates among those with autism were in large part attributed to drowning, after they had wandered away (Report by the Journal of Autism and Developmental Disorders) • Dr. Dennis Debbaudt (2002) suggested the following as reasons people with autism wander: • curiosity to return to a place of interest • obsessive compulsive behavior such as an attraction to certain locations • a need for sensory input

38. How to Best Approach a Person with an ASD • Stay alert • Clear communication • Be calm, simple and literate • Sign language or PECS picture cards • Don’t try to stop (non-injurious) repetitive behavior • Avoid touching or standing behind person

39. How to Best Approach a Person with an ASD: Expectations • Don’t presume a nonverbal child or a child who doesn’t seem to be listening cannot understand. Always explain what you’ll be doing and where they’ll be going • Expect the unexpected, stay alert • Changes can happen in a second

40. How to Best Approach a Person with an ASD: Communication • Speak simply using a calm voice • Give plenty of time for the person to respond to questions. • 3-10 second delay is not uncommon • Be prepared to repeat your question. Also, try inverting your questions to validate the persons response

41. How to Best Approach a Person with an ASD: Communication Try to utilize communication cards to communicate, though not all people with ASD are familiar with them

42. How to Best Approach a Person with an ASD: Communication • Provide paper and a pen or a laptop for the best chance of getting the information required from the person • Use established communication systems if available

43. How to Best Approach a Person withan ASD: Be Calm, Simple and Literal • Use calm, simple language • Be literal and specific • Avoid slang words/expressions • - “Go fly a kite” • “Take a hike” • “Break a leg”

44. How to Best Approach a Person with an ASD: Communication Some non-verbal people with ASD communicate with sign language instead of or in addition to using the PECS picture cards

45. How to Best Approach a Person with an ASD: Don’t Interfere • Never try to stop a repetitive behavior unless it is self-injurious or dangerous to others. • Allow the person to finish the behavior because this self-stimulating behavior (“stimming”) can be self-soothing.

46. How to Best Approach a Person with an ASD: Approach • Avoid touching or standing behind the person. • Always be aware of the possibility of bolting: people with ASD are very prone to running away.

47. The Search: Check Attractive Hazards Many Individuals with an Autism Spectrum Disorders( ASD )wander; it may even be the call first responders get most often. Start by checking attractive hazards: • Water (pools, lakes, rivers, swamps, etc.) • Construction sites • Drainage areas • Train tracks • Traffic areas • Place of height (trees, high tension towers, roof tops, etc.)

48. Reactions • May not respond to directives because they do not understand what’s being asked of them or because they are scared • Fear may paralyze their ability to process language or understand the directive • Stressful or upsetting situations overwhelm people with ASD and can adversely affect them…they may struggle with tasks they could normally perform (regression) • Whenever possible, avoid touching people with ASD because some, but not all, will become more agitated, and possibly aggressive, when touched • Aggression • Regression • Sensory Overload

49. Reactions • They may fixate on an object in a room or on your body such as a badge, earrings, or parts of an emergency vehicle • They may also fixate on your personal protective gear such as a helmet, reflective tape on your turnout coat, rescue tools or weapon • Be aware of hypotonia-people with ASD who may have under-developed trunk muscles and may be unable to support their airway when lying flat on their chest • Remember that restraint systems used may frighten people with ASD • Use of spine boards or handcuffs may be difficult to apply

50. Bolt Risk People with Autism Spectrum Disorder (ASD) are often a bolt risk after rescue. A first responder must stay with the person.