Autism and Elderly Care Quiz

Unit 1: Interacting With Your Community

• Lesson 1: Introduction to Responding to Your Community
  • Community relationships with law enforcement are important for positive change and safer communities.
  • Effective communication, critical thinking, and sound judgment are crucial when responding to volatile situations.
  • Responding to vulnerable adults (elderly, people with disabilities, or mental health disorders) requires sensitivity and respect for limitations, recognizing differences, and using the appropriate communication techniques learned in Chapter 2.
  • Techniques include minimizing distractions, respecting personal space, and using calming body language.
• Lesson 2: Serving Elderly People
  • Elderly people (60 years or older) may suffer from age-related limitations in daily activities or physical, mental, or emotional problems, possibly from organic brain damage.
  • Common characteristics include limited mobility, vision, or hearing, lack of strength, bone deterioration, or memory loss.
  • Causes of memory loss include dementia and Alzheimer's disease
  • Consider initiating a Silver Alert when an elderly person has wandered.
• Lesson 3: Serving Juveniles
  • Young people may reflect values from family, schools, and cultures.
  • Children sometimes experience domestic violence (either as victims or witnesses) that can affect their behavior and mental wellbeing.
  • Juveniles' brain development isn't fully complete until the age of 25.
  • Florida law defines a juvenile as someone under 18 years old.
  • Juvenile offenders may show manipulative and defiant behavior and their actions are partially influenced by their home environment.
• Lesson 4: Serving Veterans
  • Veterans transitioning from active duty can have unique experiences that affect their interaction.
  • Visible signs may include tattoos, military ID with "Veteran" designation, license plates, and military-style clothing
  • Be aware that veterans may have PTSD or a TBI with possible behaviors such as disorientation or irritability.
  • The officer's role is to gain their trust (without cornering them unless dangerous).
  • Recognize negative coping behaviors (substance misuse, avoidance, anger).
• Lesson 5: Serving People Who Are Homeless
  • Homeless people do not have a fixed, regular, and adequate residence due to various reasons and traumas.
  • Homelessness can be traumatic and difficult to overcome; they face safety concerns in daily life
  • Homeless people frequently try to avoid law enforcement interaction.
• Lesson 6: Americans With Disabilities Act
  • The ADA is a federal civil rights law that prevents discrimination against people with disabilities in all aspects of public life.
  • A disability is categorized as a physical or mental impairment substantially limiting a major life activity or a record of such impairment perceived to be limiting, or being regarded as having a substantial limitation.
  • Service animals directly related to the person's disability are permitted in public areas.
• Lesson 7: Serving People With Physical Impairments
  • Physical impairment can include limitations in movement (using devices such as braces or wheelchairs), vision, hearing, and other disabilities.
  • Be mindful of people's differences because all people with mobility impairment do not need assistance.
  • Respond with appropriate language and be attentive to the person's communication needs; a person's response to offer help does not mean a refusal.
• Lesson 8: Serving People With Developmental Disabilities
  • Developmental disabilities often show up before the age of 18
  • Disability may range in severity affecting the ability to learn, mobility, independent living, or economic sufficiency in daily life.
  • Be sensitive when interacting, be patient, and give extra time for communication.
  • Respond to the individual rather than the caregiver, when appropriate
• Lesson 9: Serving People With Autism
  • Spectrum disorder is manifested uniquely; some people live independently and some need extensive support.
  • Self-stimulation behaviors, such as body rocking or finger flicking, are common coping mechanisms and are often misinterpreted.
  • A person with autism can be a victim or a perpetrator of various crimes.
  • Always try to de-escalate situations before resorting to force or arrest, and identify resources available to a person with autism.
• Lesson 10: Serving People With Mental Illnesses
  • Mental illness is defined as impairment in mental or emotional processing impacting a person's ability to perceive or understand reality; not a judgment.
  • Mental illness may have symptoms that mimic substance misuse.
  • An officer's role in a crisis is not always to arrest but to support as much as possible.
  • Some medical conditions and medicines can mimic mental illness or worsen it.

Unit 2: Responding to a Person in Crisis

• Lesson 1: Crisis Situations

  • A crisis is a person's perception of an event; they may see an event differently than you do.
  • Crisis situations are potentially hazardous and require a timely response, management, and referring to appropriate service.
  • The goal of the officer is safety for all people involved, offer help to people in distress, restore or maintain peace, and follow documentation procedures.

• Lesson 2: The Baker Act

  • The Baker Act provides involuntary psychiatric examination services when a person poses a risk to themselves or others, and lacks power of self-control.
  • Criteria for involuntary examination include causing or threatening harm to self or others, neglect or refusal to care for one's self to endanger well-being.

• Lesson 3: Suicide Risk

  • There are many factors that increase suicide risk.
  • Identifying someone at risk for suicide involves observing their behaviors, verbalizations, and possible plans.
  • Do not judge or minimize the situation; take it seriously.

• Lesson 4: Substance Misuse

  • Substance use is the intake of a substance (legal or not).
  • Substance misuse is its inappropriate use, which negatively impacts one's life.
  • Substance dependency involves a physical and psychological response to using a substance.
  • Overdose is excessive ingestion of a substance that can be fatal.

• Lesson 5: The Marchman Act

  • The Marchman Act provides temporary custody for people misusing substances (or suffering from a co-occurring mental health disorder) where they are a direct danger to themselves or others.
  • Lack of self-control, incapacitation, or neglect are indicators.

• Lesson 6: Transportation and Documentation

  • Transportation of a person in crisis needs proper planning and documentation.
  • Documentation should include actions, incidents, witnesses, and disposition to prevent future issues.

Unit 3: Identifying and Responding to High-Risk Groups

• Lesson 1: Criminal Gangs
  • Gangs are often organized by race, ethnicity, territory, or other reasons.
• Lesson 2: Extremist Groups
  • Extremist groups advocate violence and illegal activities.
  • Examples include white supremacist groups, domestic terrorism groups, and sovereign citizens who reject government authority.
  • Sovereign citizens often conduct "paper terrorism" by filing invalid documents and lawsuits.
  • Indicators of extremist behavior frequently include specific clothing choices, terminology, and symbols.
• Lesson 3: Individuals with Special Needs
  • Individuals with special needs may need additional information and resources to fulfill the law enforcement's duties, whether those needs are physical, cognitive or mental health related etc.

This quiz explores critical aspects of interacting with individuals with autism and the elderly. It focuses on self-injurious behaviors, communication strategies, and age-related memory disorders. Test your knowledge on these important topics and improve your understanding of these vulnerable populations.