Repeat: Reassurances (for example, you may safe now.) feel afraid. That’s ok. We’re Encouragement (for example, Thanks for moving fast. You are doing great. Other people can look at you and know what to do). Frequent updates on and what will happen next. Refer to what you what’s happening predicted will happen, for example: like I getting into my car now. “Just said before, we’re go to ____ We’ll now.” Reduce: Distractions. For example: lower volume of radio, use flashing lights on vehicle only when necessary. Explain: Any written material (including signs) in everyday words. Public address system announcements in simple words. Share: The information about the person with other be assisting you’ve learned workers who’ll the person. People who have a If you do not understand something the individual says, do not pretend that you do. Ask the individual to repeat what he or she said and then repeat it back. Be patient. Take as much time as necessary. Try to ask questions that require only short answers or a nod of the head. Concentrate on what the individual is saying. Do not speak for the individual or attempt to finish her or his sentences. People who have The person with autism may or may not be able to communicate with words. The individual should be approached gently and spoken to softly as high levels of sensory input may cause agitation. Understand that a person with autism may become stressed when their regular routine is disrupted. Unless absolutely necessary, someone with autism without the don’t touch person’s permission. Many people with autism are very sensitive to touch and simple touch can be painful. Understand that rocking, repetitive motion, and repeating words or phrases can be comforting to a person with autism during an emergency. Avoid loud noises, bright lights, and high levels of activity whenever possible. assume that a person does not understand if they are not using words. Don’t Source References: University of Texas Center on Disability Studies, , The National Organization on Emergency Preparedness Initiative: Functional Needs Disability’s of People with Disabilities, "," 2009
Repeat: Reassurances (for example, you may feel afraid. That’s ok. We’re safe now.) Encouragement (for example, Thanks for moving fast. You are doing great. Other people can look at you and know what to do). Frequent updates on what’s happening and what will happen next. Refer to what you predicted will happen, for example: “Just like I said before, we’re getting into my car now. We’ll go to ____ now.” Reduce: Distractions. For example: lower volume of radio, use flashing lights on vehicle only when necessary. Explain: Any written material (including signs) in everyday words. Public address system announcements in simple words. Share: The information you’ve learned about the person with other workers who’ll be assisting the person. People who have a If you do not understand something the individual says, do not pretend that you do. Ask the individual to repeat what he or she said and then repeat it back. Be patient. Take as much time as necessary. Try to ask questions that require only short answers or a nod of the head. Concentrate on what the individual is saying. Do not speak for the individual or attempt to finish her or his sentences. People who have The person with autism may or may not be able to communicate with words. The individual should be approached gently and spoken to softly as high levels of sensory input may cause agitation. Understand that a person with autism may become stressed when their regular routine is disrupted. Unless absolutely necessary, don’t touch someone with autism without the person’s permission. Many people with autism are very sensitive to touch and simple touch can be painful. Understand that rocking, repetitive motion, and repeating words or phrases can be comforting to a person with autism during an emergency. Avoid loud noises, bright lights, and high levels of activity whenever possible. Don’t assume that a person does not understand if they are not using words. Source References: University of Texas Center on Disability Studies, , The National Organization on Disability’s Emergency Preparedness Initiative: Functional Needs of People with Disabilities, "," 2009
FNSS%20Tool%20Kit%20V6.docx