Student Specific Planning Guides, A-5

Autism Checklist

(on the pages that follow)

Student with Autism

It is especially important to make drills and practice be VERY regular. The more familiar students with autism are with the drills and protective responses (Evacuation, Shelter in Place, Lockdown) the better they will handle them if there is real incident. Repeated and regular practice will also allow them to ease into the situation so they do not become overwhelmed. This may mean that students with autism may practice more frequently than other students. To better prepare students to deal with the reality of a disaster, create as realistic a drill as possible (lights out scenario, at different times during the school day, use different sounds and loud noises). Realize limitations for RUN, HIDE, FIGHT.

By practicing ahead you can take it one step at a time.Walk through the evacuation routes a few times. Explain how lights will probably go out, allow them to kill the lights and take the familiar evacuation route(s) you teach. Ease into this while educating as best as possible. Practicing will allow staff to know what they will have the biggest issues with, be it sights, sounds or movement. This will help make the proper changes to emergency plans ahead of time and test them before it is necessary to really evacuate. Considerations include the following: Is Consideration Included? COMMENTS

  1. Use the buddy system. They will need someone who can help keep them calm(er), explain each step and what is happening, assist them where needed, and provide a comforting, calming, familiarity to focus on. (This may be the aide).
/ ☐ Yes / ☐ No
  1. Be sure that teachers, staff and other buddies are familiar with triggers, how to help them, and the most effective means of communicating with them.
/ ☐ Yes / ☐ No
  1. Take into account their triggers and sensitivities. If sounds set them off, consider having headphones close at hand for emergencies. If music is soothing to them, have a preparediPodready. Lights = sunglasses, touch = a route that’s less used to avoid bumping into panicked masses. Be creative.
/ ☐ Yes / ☐ No
  1. Be sure that teachers, staff and other buddies are familiar with triggers, how to help them, and the most effective means of communicating with them.
/ ☐ Yes / ☐ No
  1. Suggest parents have a medical bracelet for their child that is registered with local fire and police. This will help first responders meet the needs of the student in the event of disaster.
/ ☐ Yes / ☐ No
  1. Seek input from parent/guardian, as they will be able to help them with the emergency plans at school and they may have some helpful information.
/ ☐ Yes / ☐ No
  1. Have additional drills and practices of protective responses been planned?
/ ☐ Yes / ☐ No
  1. If problems occurred while practicing protective responses, have plans been adjusted to consider or address those issues?
/ ☐ Yes / ☐ No

GENERAL SAFETY PLAN COMMENTS

  1. Does the individual with autism tend to wander, run away or get lost in a crowd?
/ ☐ Yes / ☐ No
  1. Has the school been evaluated for safety? Have preventative measures been put into place in each of these areas?
/ ☐ Yes / ☐ No
  1. Does the individual ALWAYS wear identification with a contact number listed?
/ ☐ Yes / ☐ No
  1. Have the child’s parent/guardian let your school neighbors/community know about their child with autism or given the permission for the school to do so?
/ ☐ Yes / ☐ No
  1. Does the child wear/use an identification device? (medical ID bracelet, safety tattoo, safety ID Card)
/ ☐ Yes / ☐ No
  1. Does the child have a personal locating device or service animal? (tracking system, transmitter, amber alert GPS, etc.)
/ ☐ Yes / ☐ No