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            Helpful Information

                                              

                              Bullying

 

                           RESEARCH ON BULLYING

Research shows children with disabilities are two to three times more likely be bullied than their non-disabled peers. Children on the spectrum are even more vulnerable due to differences in communication skills, motor skills and social cognition. A move to inclusive instructional settings can be a double-edged sword as students struggle to truly “belong” with their peers. It’s important for adults to help students learn how to deal with bullies while they are young. They need to gain these vital self-advocacy skills to avoid situations with adult bullying when offenses and consequences can be much more serious.

But studies show the responsibility shouldn’t just lie with the victim. Successful practices are those that create environments of respect and tolerance throughout schools. Bullying must become unacceptable in the school culture so that instances are rare rather than common. Adults must learn how to recognize the signs of bullying, what’s worked and hasn’t worked in school settings, and how to advocate for their children.

A 2009 survey on bullying revealed the following:

  • 65% of parents reported that their children with Asperger’s syndrome had been victimized by peers in some way within the past year
  • 47% reported that their children had been hit by peers or siblings
  • 50% reported them to be scared by their peers
  • 9% were attacked by a gang and hurt in the private parts
  • 12% indicated their child had never been invited to a birthday party
  • 6% were almost always picked last for teams
  • 3% ate alone at lunch every day

Source: Issues in Comprehensive Pediatric Nursing (2009)

  5 THINGS PARENTS CAN DO

 

                          WHAT WORKS / WHAT DOESN’T

        IN PREVENTING, AND RESPONDING TO, ASD BULLYING.

       DOES WORK

  • School Climate Change
  • Safe ways to report (safety net programs)
  • Focus on all types of bullying (not just physical aggression)
  • Focus on role of bystanders
  • Peer support networks
  • Adults model supportive relationships
  • Active parent involvement

         DOESN’T WORK

     Individual counseling (for     bully or victim)

  • Accepting bullying as normal
  • Focusing on only physical aggression
  • Zero tolerance policies
  • Isolated efforts (special auditorium events, lectures)
  • Stigmatizing victims
  • Adults model intimidation, anger, power

Information taken from http://www.autismsafety.org/bullying.php

   

                         Suicide Prevention

 

What Are The Warning Signs For Suicide?

These signs may mean someone is at risk for suicide. Risk is greater if a behavior is new or has increased and if it seems related to a painful event, loss, or change. Seek help as soon as possible by contacting a mental health professional or someone you know exhibits any of the following signs:
  • Talking about wanting to die or to kill oneself.
  • Looking for a way to kill oneself, such as searching online or buying a gun.
  • Talking about feeling hopeless or having no reason to live.
  • Talking about feeling trapped or in unbearable pain.
  • Talking about being a burden to others.
  • Increasing the use of alcohol or drugs.
  • Acting anxious or agitated; behaving recklessly.
  • Sleeping too little or too much.
  • Withdrawing or feeling isolated.
  • Showing rage or talking about seeking revenge.
  • Displaying extreme mood swings.

 

 

                       Restraint & Seclusion

       ABOUT AUTISM RESTRAINT & SECLUSION

                              DEFINITIONS

RESTRAINT: Restraint is any manual method, physical or mechanical device, material, or equipment that immobilizes or reduces the ability of an individual.
SECLUSION: The involuntary confinement of an individual alone in a room or area from which they are physically prevented from leaving.

                              

                            TYPES OF RESTRAINT

Prone Restraint means that the child is laid in the facedown position.
Supine Restraint means that the child is laid in the face-up position.
Physical restraints involve a person applying various holds using their arms, legs or body weight to immobilize an individual or bring an individual to the floor.
Mechanical restraints include straps, cuffs, body/blanket wraps, helmets and other devices to prevent movement and or sense perception, often by pinning an individual’s limbs to a splint, wall, bed, chair or floor.
Chemical restraints rely on medication to dull an individual’s ability to move and/or think.
Aversive Intervention: According to the Alliance to Prevent Restraint, Aversive Interventions and Seclusion (APRAIS), Aversive Interventions are the deliberate infliction of physical and emotional pain and suffering for the purpose of changing or controlling an individual’s behavior.

 

                        ABOUT AUTISM MORTALITY

Autism is a diagnosis that represents many symptoms and behavioral tendencies, some of which can lead to serious health and safety risks including death. In 2008, Danish researchers found that the mortality rate among the autism population is twice as high as in the general population. Contributing factors include death by asphyxiation as the result of improper restraint.

Taken from http://www.autismsafety.org/restraint-seclusion.php

10 RESTRAINT & SECLUSION TIPS FOR PARENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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