FIRE ENGINEERING January 2013 81www.FireEngineering.comB Y.docx

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.
● TIMOTHY A. LEIDIG, MBA, CFO,
EFO, is a deputy chief in the Munde-
lein (IL) Fire Department.
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http://www.Autism.com/ind_teaching_tips.asp
http://www.factfinder.census.gov/servlet/QTTable?_bm=y%26-
geo_id=01000US%26-qr_name=DEC_2000_SF3_U_DP2%26-
ds_name=DEC_2000_SF3_U%26-_lang=en%26-_sse=on
http://www.Autism-pdd.net/Autism-spectrum-disorders.html
http://www.Autismsociety-nc.org
http://www.usatoday.com/news/education/2010-08-11-
disabilitystudent11_ST_N.htm
http://www.encyclopedia.com/topic/Autism.aspx
http://www.usfa.dhs.gov/pdf/efop/efo42306.pdf
http://mingerfoundation.org/downloads/minger-dhs-safety-
report-081809.pdf
http://www.usfa.dhs.gov/pdf/efop/efo43848.pdf
http://www.poac.net
http://www.poac.net
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