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FIRE ENGINEERING January 2013 81www.FireEngineering.com

B Y T I M O T H Y A . L E I D I G

M OST INDIVIDUALS IN AMERICAN SOCIETY HAVE

received some sort of fi re safety education in

school, on television, or from some other source.

Even with basic knowledge, when a smoke or fi re alarm

sounds, the question can be posed: Why do these individu-

als experience a brief sensation of fear, panic, and confusion?

Generally, the sensations pass, and the individual is able to

rely on basic knowledge and take appropriate actions of

notifi cation, evacuation, or problem solving. These actions

can be carried out when an individual is out of his normal

surrounding—for example, people visiting a movie theater will

subconsciously locate the nearest exit or, if in a hotel, locate

the exits for an emergency escape. This all becomes second

nature for adults exposed to fi re safety education and able to

use appropriate skills for the emergency.

An autistic individual put into this type of an emergency

situation, even with fi re safety education, may not act ap-

propriately because of fear of the alarm noise or the need

to be moved from what he considers a place of safety; the

unanticipated situation places the individual in a total panic.

The Columbia Encyclopedia, Sixth Edition, defi nes autism as

a developmental disability resulting from a neurological dis-

order that affects the formal function of the brain.1 The num-

ber of fi re departments conducting fi re safety education for

autistic children is minimal; it is nonexistent for adult autistic

individuals. The need for fi re safety programs for individuals

with autism must be addressed because of serious safety con-

cerns. The dangers to an autistic person without fi re safety

education are tremendous. When supervisors, parents, or

caregivers are present to provide directions, the dangers are

slightly reduced. For a young adult autistic individual who

may have to be self-reliant or potentially reliant on someone

else with or without the same disorder, there is no reduction

in the threat.

In the case of special-needs children, specifi cally autistic

children, only very basic foundation educational materials are

issued to teachers and facilitators to deliver to students, and

no follow-up evaluation is completed. The provided informa-

tion may or may not be appropriate because of the cognitive

level of the autistic student, and with no follow-up the success

levels are undetermined. This problem continues to escalate at

each consecutive grade level. When the autistic student reaches

high school, there is a segment of society whose members

have to be prepared and self-reliant to appropriately handle

an emergency in their homes, college dorms, or group-living

settings. Since 2001, the number of programs increased from

22 to more than 250 in 2010.2 Although colleges and universi-

ties in the United States are increasing the program offerings

for incoming students with learning disabilities, advocates and

others say most students with learning disabilities are unpre-

pared for college life.

A study of young adults diagnosed with Autism Spectrum

Disorders (ASD) revealed that individuals with ASD had “invis-

ible disabilities,”3 meaning there were no identifi able physi-

cal characteristics to make the disability apparent. To design

a successful program, a clear defi nition of the individual’s

characteristics that correspond with the levels of the spectrum

must be known.

“The absence of visual clues increases the likelihood that asso- ciated behaviors such as hypersensitivity to sounds and lights, failure to speak or make eye contact, and high pain tolerance will be identifi ed incorrectly as unlawful behaviors or behaviors stemming from drug abuse or mental illness.” (3)

Some research defi nes autism as a neuro-developmental

disability that starts early in life while the brain is develop-

ing that involves differences and diffi culties in several areas:

social interaction; communication; the presence of narrow,

repetitive behaviors; and diffi culty adjusting to change.4

This makes providing a program that will meet the needs of

all autistic individuals diffi cult. Individuals in the spectrum

can vary from high functioning, defi ned as an individual

with normal learning capabilities and cognitive skills who

struggles with language but can become verbally profi cient

with therapy, to the opposite end of the spectrum, individu-

als with Pervasive Development Disorder (PDD), defi ned by

severe defi cit areas of development including social interac-

tion and communication or by the presence of repetitive,

Fire Safety Education for Young Adults with Autism

Spectrum Disorders

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stereotyped behaviors. One ASD diagnosis being made

more frequently is Asperger’s Syndrome, a mild form of

autism in which individuals tend to isolate themselves

socially and have some communication issues that vary in

severity. The varied characteristics of ASD illustrate how

difficult it is to develop an accurate curriculum for persons

with autism.5

THE STUDENT POPULATION An eight percent increase in individuals between 18 and 34

years of age with ASD means that a signifi cant portion of this

population is at risk for deadly effects of fi re. Autistic adults

mainstreamed into independent living facilities are seven

times more likely to have contact with emergency responders.6

Considering the growth of the ASD population, the fi re service

needs to increase its preparation to teach these individuals to

be self-reliant during an emergency.

The alarming facts show that 86.4 percent of fi re depart-

ments do not have programs for young adults with autism

and 84.6 percent do not offer programs to ASD individuals

in college dorms or monitored housing.7 Research on this

subject reveals that most ASD individuals receive fi re safety

education in grade school or in their homes. Both situations

raise concerns. If the ASD individual is educated at home,

considerations have to be made for accuracy, consistency, and

effectiveness of the teaching method. If the individual with

ASD has to rely on memory for fi re safety education, we must

consider whether the information is accurate and whether it

can be accurately recounted and used.

There has been a signifi cant amount of research pertaining

to how fi rst responders can interact with autistic individuals

during an emergency. Most of this research came about as the

results of fi rst responders misdiagnosing autistic patients as

being intoxicated or on drugs, but there is still much research

needed on how to educate autistic individuals. (7) As the pop-

ulation of autistic individuals continues to grow and mature,

so does the need to provide a self-reliant educational process

that will ensure fi re safety.

Defi ning the characteristics of individuals on the spectrum

is critical in understanding the types of education methodolo-

gies that will be successful. One of the reasons the ASD popu-

lation is diffi cult to defi ne is that the spectrum is consistently

broadening. There is a wide range of intellectual abilities in

ASD individuals; IQs range from below 25 to above 150.8

The characteristics noted in a child with ASD are present

in the adult and generally become more noticeable because

of the increased expectation of self-reliance in adulthood.

One of the more prevalent skills missing in the autistic young

adult is the ability to identify a situation and subsequently put

together a process that will alleviate the problem or remove

the individual from the situation. This process is defi ned as

“sequencing.”9 Research has found that sequencing is a very

diffi cult skill for individuals with autism, as they do not under-

stand when a task is presented in a series of steps.

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SAFETY EDUCATION ●

When an adult is involved in a fi re emergency, the follow-

ing sequence of actions can be anticipated: building evacua-

tion, activation of an alarm, placing a 911 phone call, and so

on. Sequencing and the ability to cognitively put together a

plan to appropriately react to a situation are lost on an autistic

individual. People with autism are considered “visual think-

ers,” meaning their thoughts are continual videotapes running

in their imagination. Logic does not work for this population;

their ability to integrate different sources of information is

limited, and misinterpretations can occur. (9)

Most autistic individuals have sensory issues that can have

adverse reactions in response to situations. Sensory issues

have been defi ned as the means by which the body processes

information such as lights, sounds, smells, touch, and taste to

gain information about your surroundings and environment.

People with autism might have more diffi culty when overstim-

ulated by a sensory environment—i.e., sights and sounds that

will cause anxiety and terror. (4) The inappropriate behaviors

brought on by anxiety are more evident in a fear response

that has been found to be the last signifi cant obstacle affecting

an autistic individual’s learning ability.

During an emergency, panic is a normal emotion. Panic

compounded by having the sensory abilities overwhelmed to a

point where they cannot think cognitively may prevent autistic

individuals from responding to direction because they do not

understand what is being asked of them. In addition, when

fearful, they may not be able to process language. (5)

TEACHING METHODOLOGIES To determine which teaching methodologies can be success-

ful with an adult with autism, it is fi rst necessary to overcome

the characteristic found with the specifi c individual to ensure

learning has occurred. Autistic individuals learn by experience

and education but do not possess the innate ability to detect

danger. Role-playing, scenarios, and detailed preparation

are essential for them to function in a learning environment.

As noted, not all individuals with autism exhibit the same

characteristics; therefore, the learning obstacles will be differ-

ent. A strong practice of maintaining directions with no more

than three steps helps the autistic individual frame a picture

in his mind, avoiding verbal overload.10 When the instructor

perceives that the student does not fully understand the main

points or is not grasping the important information, he should

use shorter sentences. The educator’s ability to communicate

with this population will take resourcefulness, knowledge

about autism, patience, and understanding.

To reduce sensory overload anxiety and fear, training pro-

grams should be offered in short time spans and repeated.

(10) Even with reduced anxiety, an autistic young adult can

become overwhelmed with the lights, sirens, and frantic activity

at an actual incident. Numerous cases have been found where

autistic adults rescued from a fi re died after running back into

the building to fi nd a place of safety. Research has shown that

a plan in which everyone involved with an autistic individual

exits a burning building is essential. Once outside, create a

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self-help network of neighbors, relatives, and friends who will

provide an environment in which the autistic individual can

de-stress. Offering an emergency contact handout model iden-

tifying specifi c information on the autistic person would help.

Fire and life safety educators must team up with local experts

to ensure that messages delivered are consistent, appropriate,

and complementary. Although this approach requires more ef-

fort than most public education programs, it also presents the

greatest potential for reducing death and injury rates among the

members of a high-risk group.

The research of Dr. Temple Grandin, a high-functioning ASD

individual and an engineer, recommends creating a system

for each topic associated with an emergency and emphasis on

eliminating any potential fearful experience, such as extreme

noise volume, visual overload, or sensory overload to an ex-

cited environment. She explains that the ASD individual must

be allowed to master one sequence before moving to the next

educational experience. (9)

The Minger Foundation’s research and development of

programs focuses on safety education for individuals with

special needs. It identifi es three areas of concern: safety in the

home, evacuation, and prevention. All special-needs individu-

als participate in the Foundation’s video programs, offering

learning experiences from peers with challenges to students

with challenges, increasing the learning experience signifi cant-

ly. Because these programs are offered on DVD or through

Internet-based programs, the individual can review the infor-

mation at will. Grandin states that for a successful sequence,

the informational reviews must be done on a scheduled basis

and generally should not exceed a period of one month. (6)

To effectively educate individuals with ASD, the educational

curriculum must be a cooperative effort among the fi re service

educator, the parent or caretaker, and the offi cials housing the

ASD individual. As part of the joint understanding, it is critical

that the information be consistent, repetitive, and reviewed

regularly. This format will allow the individual with ASD to de-

velop proper sequencing during an emergency. Fear, anxiety,

and overwhelming amounts of information would hinder the

educational process. Should the individual with ASD become

frustrated by exposure to any combination of these obstacles,

stop the educational process immediately to avoid a break-

down of the learning process. It can be resumed after a time

delay.

For the individual with ASD to be successful in sequencing,

the information must be consistent. Accurate sequencing can be

achieved only through thorough, slow, repetitious education.

Once the sequencing is learned, the topic should be reviewed

at least once a month. (9) This re-education can be done by an

appropriately trained parent, caretaker, or resident facilitator.

Do not combine educational topics, and ensure that the student

can competently execute the skill before changing topics.

In addition, it is critical that the public educator foster a

trust relationship with the ASD individual prior to beginning

the educational process. It is also important that the educator

● FIRE SAFETY EDUCATION

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FIRE SAFETY EDUCATION ●

be able to read the emotions of the ASD

individual and see when frustrations are

building and develop mechanisms to

defuse the frustration before continuing

with the educational process. Develop-

ing trust and identifying emotions help

to ensure that the educational program

will be successful. As the autism spec-

trum continues to broaden and research

into autism continues, the fi re service

must continually evaluate its programs

and this student population. ●

Author’s note: As a proud parent of a young adult with autism, I dedicate this

article in the memory of Michael H. Minger

and in honor of Gail Minger, the proud

mother of a talented, high-functioning

college student on the autism spectrum

who was lost to a fi re much too early in his

young life.

REFERENCES 1. The Columbia Encyclopedia, Sixth Edition, (2008). Retrieved April 24, 2011, from http://www. encyclopedia.com/topic/Autism.aspx.

2. Banco, E. (August 2010).College-bound Kids with Learning Disabilities Get Help. Retrieved May 24, 2011 from http://www.usatoday.com/ news/education/2010-08-11-disabilitystudent11_ ST_N.htm.

3. Davis, B., & Schunick, W.G. (2002). Dangerous encounters: Avoiding perilous situations with

Autism. Philadelphia: Jessica Kingsley.

4. Debbaudt, D., Mesibov, G. & Taylor, K. (2009). Autism in the criminal justice system. Retrieved May 25, 2011 from www.Autismsociety-nc.org.

5. Autism Spectrum Disorders (ASD), (2005), Retrieved May 30, 2011 from http://www.Autism- pdd.net/Autism-spectrum-disorders.html.

6. United States Census Bureau, (2007). Census Demographic Profi le Highlights: Lake County, IL., Retrieved May 31, 2011, from www.factfi nder. census.gov/servlet/QTTable?_bm=y&-geo_ id=01000US&-qr_name=DEC_2000_SF3_U_ DP2&-ds_name=DEC_2000_SF3_U&-_ lang=en&-_sse=on.

7. Martin, A. & Mims, T. (April 2009). Autism Awareness for Responders. Fire Engineering, 56-58.

8. Good, D. (March 2011). Autism Spectrum Disorder: FireEMS Challenge. Fire Engineering, 42-55.

9. Grandin, T. (Winter 2000). My mind is a web browser: how people with Autism think. Cere- brum 2000, 14-22.

10. Grandin, T. (2002). Teaching tips for children and adults with Autism. Retrieved April 5, 2011 from www.Autism.com/ind_teaching_tips.asp.

ADDITIONAL RESOURCES Debbaudt, D. (2005). Are you prepared for an Autism emergency? Retrieved April 6, 2011 from www.poac.net.

Minger, G. (August 2009). Fire Safety for Student with Disabilities at Institutions of Higher Educa- tion. Retrieved May 18, 2011 from http://www. mingerfoundation.org/downloads/minger-dhs- safety-report-081809.pdf

Mims, Tilda L. (July 2008). Seeing an invisible disability: Autism spectrum disorder awareness

training for fi refi ghters in Tuscaloosa, Alabama. Retrieved April 2, 2011 from www.usfa.dhs.gov/ pdf/efop/efo42306.pdf

Moreno, S. & O’Neal, C. (n.d.). Tips for teaching high functioning people with Autism. Retrieved April 5, 2011 from www.poac.net.

Olejnik, L. (June 2004). Understanding Autism. Journal of Emergency Medicine. 57-64.

Russell, R. (June 2009). Fire prevention criteria on which to base an autism protection program. Retrieved April 2, 2011 from www.usfa.dhs.gov/ pdf/efop/efo43848.pdf.

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● TIMOTHY A. LEIDIG, MBA, CFO,

EFO, is a deputy chief in the Munde-

lein (IL) Fire Department.

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