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Article
Publication date: 15 March 2022

Chloe Holloway, Nell Munro, Kleio Cossburn and Danielle Ropar

Autistic people have reported particularly negative experiences in police custody, which can lead to significant long-term personal and legal consequences. Research has suggested…

Abstract

Purpose

Autistic people have reported particularly negative experiences in police custody, which can lead to significant long-term personal and legal consequences. Research has suggested providing autism training to police forces would help improve the support of autistic people, but there is a distinct lack of appropriate autism training available. An evidence-based autism training package specifically tailored to the roles of custody staff was co-produced by autistic people, academics and police staff to address this. A pilot study was conducted to further understand its value in terms of perceived changes in knowledge and future behaviour intentions.

Design/methodology/approach

A total of 18 sessions were held across five police forces in England attended by police staff working in custody (n = 142). The sessions were delivered in person using a presentation and video replicating the experiences of autistic people during the custody process. Attendees completed a survey rating their perceived changes in knowledge of autism after the session and described changes they planned to make in their practice to support autistic people.

Findings

The majority of police custody officers rated the training highly on its content, delivery and informativeness about autism. Participants also reported a change in perceived knowledge about autism, with those who reported having the least amount of knowledge prior to training indicating the greatest change. Responses about intended changes to future behaviour and practice showed a clear indication of specific understanding about autism and strategies to support autistic individuals in custody.

Originality/value

This is the first study to outline, assess and evaluate the impact of the first evidence-based and co-produced autism training package specifically designed for custody staff on perceived knowledge and intended behaviour.

Details

Policing: An International Journal, vol. 45 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 23 September 2019

David Murphy and Josephine Grace Broyd

The purpose of this paper is to evaluate autism awareness training provided to staff working in a high secure psychiatric care (HSPC) hospital.

Abstract

Purpose

The purpose of this paper is to evaluate autism awareness training provided to staff working in a high secure psychiatric care (HSPC) hospital.

Design/methodology/approach

An online survey of staff views who had completed an autism awareness training day.

Findings

All staff who completed the evaluation questionnaire reported that an autism awareness training day had been useful and had increased their knowledge of how to work with individuals who have autism. However, most staff also reported that one day was not long enough and that more case discussion would have been helpful. Although most staff also reported that autism awareness training should be mandatory, motivation to attend such training was considered important. In terms of the number of staff who had completed the training, whilst a wide range of staff groups had attended training, only a minority had done so, with the number of staff completing the training each year remaining relatively constant over a five-year period.

Research limitations/implications

Within the context of promoting Enabling Environments in forensic settings and the recent government consultation paper exploring whether autism awareness training should be mandatory for all those working in health care, further investigation is required into how to increase staff motivation to attend autism awareness training and to explore how it is used during everyday work with patients.

Originality/value

As an initial evaluation of optional autism awareness training delivered in HSPC, the project offers some valuable information in terms of the number of staff who attend such training, what they find useful and how it might be improved for this setting.

Details

Advances in Autism, vol. 6 no. 1
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 1 March 2022

Abigail M.A. Love, Kirsten S. Railey and Colleen P. Jones

Not only is the prevalence rate of autism spectrum disorder (ASD) rising, but there has been increased attention in the media focused on interactions between autistic individuals…

Abstract

Purpose

Not only is the prevalence rate of autism spectrum disorder (ASD) rising, but there has been increased attention in the media focused on interactions between autistic individuals and police officers. Research suggests that police officers report concerns regarding how to appropriately support autistic individuals during interactions due to a lack of training opportunities or general knowledge of ASD. To contribute to this emerging research, the aim of the present study was to examine what makes police officers feel more or less confident when working with autistic individuals of all ages in the capacity of their job.

Design/methodology/approach

In the present study, police officers' responses (N = 317) to open-ended questions were analyzed using thematic analysis to understand what makes police officers feel more and less confident when interacting with someone with autism.

Findings

Analysis yielded several major and minor thematic categories, which were combined into three major factors including (a) effective training, (b) malleable factors and (c) fixed factors.

Originality/value

The findings of this study provide novel insight into police officer confidence to communicate and interact with autistic individuals. This research utilized the voices of police officers to identify areas of need and themes relating to officer confidence. The findings can be immediately used to inform research and practice and to improve relationships between first responders and the autistic community.

Details

Policing: An International Journal, vol. 45 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 5 April 2022

Jessica Herbert, Karissa Pelletier and Danielle Wallace

Given that formal training on autism is still a relatively infrequent occurrence for police officers, the objective of this study is to expose and describe the formal and…

Abstract

Purpose

Given that formal training on autism is still a relatively infrequent occurrence for police officers, the objective of this study is to expose and describe the formal and informal, nonorganizationally based means police officers receive on-the-job training regarding interactions with autistic individuals.

Design/methodology/approach

Using personal networks and snowball sampling, the authors interviewed 19 police officers from multiple US police departments who reported having known contact with an autistic individual while on duty. Interviews were transcribed and coded to identify themes describing formal training and informal means to learn about autistic persons during interactions.

Findings

The authors find that many officers received formal training on mental health, though few received specific training about autism. Most commonly, officers with a personal connection to autism (e.g. a child or loved one), passed down information and techniques to other officers on how to have positive encounters with autistic individuals. Officers also passed along field knowledge of known autistic individuals in patrol areas/beats to help others have positive interactions. Lastly, community members often assisted officers by sharing information about find where an individual may be located, may live or known personal characteristics/preferences.

Originality/value

Scholars examining police contact with autistic individuals infrequently detail the point of view and needs of officers in successfully interacting with this population. This work adds to this growing discussion by exposing how officers use personal experience, informal training and community members’ assistance as a stopgap for their general lack of training on how to interact with autistic individuals successfully and positively.

Details

Policing: An International Journal, vol. 45 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 26 February 2020

Allen Copenhaver, Andrew S. Denney and Victoria Rapp

The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of…

Abstract

Purpose

The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.

Design/methodology/approach

In total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).

Findings

Findings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.

Practical implications

The results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.

Originality/value

The literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.

Details

Policing: An International Journal, vol. 43 no. 2
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 10 August 2015

David Murphy and Karen McMorrow

Individuals with an autism spectrum condition (ASC) represent a small proportion of patients detained in high-secure psychiatric care (HSPC) with specific difficulties and needs…

Abstract

Purpose

Individuals with an autism spectrum condition (ASC) represent a small proportion of patients detained in high-secure psychiatric care (HSPC) with specific difficulties and needs. To date there has been little exploration of how these needs are viewed by staff or if staff have unmet needs with regard to working with ASCs. The paper aims to discuss these issues.

Design/methodology/approach

A questionnaire examining specific views (on vulnerability, benefits from therapy and making adjustments to practise), knowledge and training needs linked to ASC was distributed to staff who directly worked with patients.

Findings

In total, 206 questionnaires were returned (approximately 60 per cent distributed). Most staff reported making adjustments in their practise and believed patients with an ASC were more vulnerable than other patient groups. Half of staff expressed the view, that whilst patients with an ASC benefited from therapies, they were unaware if an individual’s difficulties were considered in their care. Half of staff believed individuals with an ASC should be managed in a different way. Most staff reported not having adequate skills to work with ASC, a wish for more training and that such training should be mandatory. Other than psychiatrists most staff were unaware of the Autism Act (2009). The need for a specialist ASC ward within HSPC was also highlighted by several staff.

Practical implications

The survey highlights differences in staff experiences of patients with an ASC and view that autism training should be mandatory.

Originality/value

Whilst progress has been made with implementing the government’s Autism Strategy (2010) within HSPC, more awareness training is required in promoting staff confidence to work with this group of patients.

Details

Journal of Forensic Practice, vol. 17 no. 3
Type: Research Article
ISSN: 2050-8794

Keywords

Article
Publication date: 12 March 2019

Amy Dympna Nolan and Elizabeth Fraser Selkirk Hannah

The purpose of this paper is to evaluate the impact of training on educational staff attitudes, sentiments, concerns and efficacy in providing support for children with Autism in…

Abstract

Purpose

The purpose of this paper is to evaluate the impact of training on educational staff attitudes, sentiments, concerns and efficacy in providing support for children with Autism in mainstream settings.

Design/methodology/approach

The investigation adopted a pre-test/post-test, quasi-experimental, within-subject research design. In total, 35 early years educators, teachers and pupil support assistants from one Scottish Local Authority (LA) undertook training delivered by the LA’s Communication and Language Outreach Service. Measures included the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale and the teacher efficacy for inclusive practices (TEIP) scale pre and post-training. Post-training participants completed a questionnaire employing open and closed questions to assess perceived usefulness of training, application of knowledge and effectiveness of the teaching strategies.

Findings

Combining data from the three sectors there was a significant change in staff efficacy for inclusive practices (z=−3.406, p=0.001, p<0.05, with a medium effect size r=0.41) although there were differences between the sectors. There was a significant change in SACIE-R total scores (z=−3.945, p=0.000, p<0.05; with a medium effect size r=0.47), sentiments (z=−2.763, p=0.006, p<0.05; with a medium effect size r=0.33) and concerns (z=−3.685, p=0.000, p<0.05; with a medium effect size of r=0.44) subscale scores for the combined sector data. There was no significant change in the attitudes subscale scores for the combined sector data (z=−1.106, p=2.69, p>0.05; with a small effect size r=0.13) although there were differences between the sectors.

Research limitations/implications

Limitations include: small sample size, minor differences in the training in different sectors, purposeful sampling, use of questionnaire post-training, variability of completion of SCAIE-R and TEIP post-training.

Originality/value

There appears to be limited research into inclusive practices for children with Autism in the UK context, which this study aims to address.

Details

Advances in Autism, vol. 5 no. 2
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 1 December 2022

Amy Jane Griffiths, Diana Baker, John Brady, Kelly Kennedy, Anaiza Valladolid, Rachel Wiegand and Raquel Delgado

This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school…

Abstract

Purpose

This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.

Design/methodology/approach

The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.

Findings

Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.

Practical implications

Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.

Originality/value

This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.

Article
Publication date: 20 February 2019

Samuel Tromans, Verity Chester, Chaya Kapugama, Amy Elliott, Sarah Robertson and Mary Barrett

The purpose of this paper is to explore the perspectives of healthcare professionals on autism in adult females with intellectual disability (ID), including regarding the gender…

Abstract

Purpose

The purpose of this paper is to explore the perspectives of healthcare professionals on autism in adult females with intellectual disability (ID), including regarding the gender ratio of autism, the clinical manifestation of autism in females, and the recognition, screening and diagnosis of autism.

Design/methodology/approach

The questionnaire was developed following a review of the relevant literature and distributed to professionals within three healthcare trusts as well as members of two clinical research groups. The questionnaire was completed by 80 ID healthcare professionals. Data were aggregated and analysed using Microsoft Excel.

Findings

ID healthcare professionals had a lack of recognition of the smaller gender ratio of autism in patients with ID as compared to those without ID. Most respondents reported believing that autism manifests differently in females; with women demonstrating a greater ability to mask their symptoms. A considerable proportion of participants reported feeling less confident in recognising, screening and diagnosing autism in female patients, with many endorsing a wish for additional training in this area.

Practical implications

These findings suggest that ID healthcare professionals are keen to improve their skills in providing services for women with autism. Training programmes at all levels should incorporate the specific needs of women with ASD, and individual professionals and services should actively seek to address these training needs in order to promote best practice and better outcomes for women with autism.

Originality/value

This is the first published questionnaire exploring the perspectives of healthcare professionals regarding autism in adult females with ID.

Details

Advances in Autism, vol. 5 no. 3
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 25 April 2020

Eleanor Burch and John Rose

Research suggests that individuals with autistic spectrum disorder (ASD) are inconsistently supported throughout the criminal justice system (CJS) in the UK. Bradley (2009…

Abstract

Purpose

Research suggests that individuals with autistic spectrum disorder (ASD) are inconsistently supported throughout the criminal justice system (CJS) in the UK. Bradley (2009) recommended the introduction of criminal justice liaison and diversion (L&D) teams to bridge the gap between the CJS and mental health services and provide a more consistent and improved quality of support for individuals with vulnerabilities, including those with autism. This study aims to explore the experiences of staff working in L&D teams who encounter individuals with ASD.

Design/methodology/approach

Interviews were conducted with ten L&D team members. Interpretative phenomenological analysis was used to gain insight into their lived experiences of working with autism in the CJS.

Findings

Interpretation of individual transcripts resulted in three super-ordinate themes: “feeling helpless and helpful in the system”, “transition to knowing” and “impact on self”. Each theme encapsulated a number of sub-themes depicting the limitations of services, difficult environments, making a difference, lack of understanding, developing understanding and the impact of these experiences on staff’s confidence, attitudes and well-being.

Practical implications

Criminal justice services are limited for people with autism. There is a lack of autism awareness by staff. Lack of awareness impacts staff attitudes and confidence. Training in autism should be provided to criminal justice staff.

Originality/value

This research highlights the limitations of services available for individuals with autism and the widespread lack of autism awareness. These concerns directly impacted participants’ confidence, attitudes and well-being. Recommendations are proposed to guide future practice and research including increasing availability of access to ASD services, enforcing mandatory autism-specific training for staff and routinely collecting service-user feedback.

Details

Journal of Criminological Research, Policy and Practice, vol. 6 no. 2
Type: Research Article
ISSN: 2056-3841

Keywords

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