Autistic Spectrum Disorders and the Criminal Justice System

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Autistic Spectrum Disorders and the Criminal
Justice System

• Maggie Bowen
• Deputy CEO
• Autism Cymru

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We do things in different ways but we are of the
same worth and value and we are not broken and
do not need to be fixed or cured. Jean-Paul
Bovee
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Ive known since I was 9. Yes, it is a different
way of dealing with things. Autism is a culture,
pure and simple. Its a different way of life.
Is it a problem? No. Has society tried to make
it a problem? You bet. Jean-Paul Bovee
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I find great value and meaning in my life and I
have no wish to be cured of being myself. If you
would help me dont try to change me to fit in
your world. Grant me the dignity of meeting me
on my own terms-recognise that we are equally
alien to each other Work with me to build more
bridges between us. Temple Grandin
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I cant think myself out of a paper bag socially.
When I run into a situation thats totally
differentI cant figure out what to do. Its
got to be something that Ive seen someone else
do before so that I can mimic them or I need
someone to tell me what to do. Sara Miller
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Friendships have always meant a great deal to
me. One of the myths about autistic people is
that they dont care about other peopleI was
always over intense about people. I
desperately wanted to be acceptedUnfortunately be
cause of my kindness, I was often taken advantage
of. Paul McDonnell
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I was sensitive to change. I was terrified of
it, because change leapt into the unknown and I
couldnt get my head around the concept of
exactly what the unknown was. Nita
Jackson Standing Down, Falling Up
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Many people with AS compare themselves to
extraterrestrials-one woman brilliantly describes
autism as Oops wrong planet syndrome. Some find
a kindred spirit in Mr Spock, perpetually
baffled by the illogical behaviour of
humans Clare Sainsbury Martian in the
Playground.
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IMPLICATIONS OF THE TRIAD OF IMPAIRMENT AND THE
THEORY OF MIND
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• Wings Triad of Impairment
• Impairment of social relationships
• Impairment of social communication
• Impairment of imagination/rigidity of
• thought

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• Social Relationships
• socially isolated
• social demands of others cause anxiety
• finds social cues difficult to read
• may behave in a socially inappropriate
• way
• may lack the the strategies to establish
• and maintain friendships
• causing offence without being aware
• appearing egocentric or insensitive
• not knowing how to react to others
• feelings

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• Social Communication
• may have spoken language that is formal
• and pedantic
• voice may lack expression
• can not understand implications of different
• tones of voice
• may have difficulty using and understanding
• non verbal communication
• taking things literally
• inability to understand implied meaning

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• Rigidity of Thought
• Unusual and absorbing special interest
• insistence on certain rules and routines
• limited ability to play and think creatively
• problems transferring skills from one
• setting to another

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• Theory Of Mind
• Theory of Mind refers to the notion
• that many autistic individuals do not
• understand that other people have
• their own plans, thoughts and points of
• view. Furthermore, it appears that
• they have difficulty understanding other
• peoples beliefs, attitudes and emotions.

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• Theory of Mind means
• Insensitivity to other peoples feelings
• Inability to take account of what people
• know
• Inability to negotiate friendships by
• reading and responding to intentions
• Inability to read listeners level of interest
• Inability to detect a speakers intended
• meaning
• Inability to anticipate what others might
• think of ones actions

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• Inability to understand misunderstandings
• Inability to deceive or understand deception
• Inability to understand the reasons behind
• others actions
• Inability to understand unwritten rules

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Implications for CJS

• A special interest could be fatal
• Strong dislikes could lead to outbursts
• Lack of knowledge of appropriate touch could lead
  to accusations of sexual harassment
• Pre-occupation with an individual could lead to
  stalking
• Activities in childhood may not be appropriate in
  adulthood

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Other activities ( Allen, 2006)

• Computer crime
• Property destruction
• Drug offences
• Theft

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Davis and Schunick (2002)

• Self stimulatory and self- injurious behaviour
• Wandering alone
• Peering into windows
• Hitting and Biting
• Involvement in altercations
• Bizarre or disruptive behaviour e.g. pica

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What teachers say..

• Behaviours tolerated in children not accepted in
  adolescence- touching, asking personal questions,
  pushing into people and not apologising
• Poor social skills can lead to people thinking
  they are rude and arrogant
• They do not comply with fashion trends etc and
  can be very vulnerable

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What young people had to say

• Domestic
• Running away/getting lost
• Theft and damage to property
• Misunderstandings
• Prank phone calls
• Running into road

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• STRATEGIES TO HELP

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SOCIAL STORIES ANDSOCIAL SENTENCES (www.thegrayc
enter.org)
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• Advantages of Social Stories
• Visual- written, pictorial, photographs
• Permanent-can be revisited
• Written in simple language
• Based on careful assessments of child
• Focused on an area of core need

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Sentence Structure for Social Stories
Descriptive Sentence The bell rings for the
children to come in from break. The children
go to the classroom where the teacher reads a
story. Directive Sentence I am playing in
break. The bell rings for me to come in. I
follow the other children into class.
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• Perspective Sentence
• When the bell rings at break, the teacher
• is happy to see all the children line up
• quietly.
• Control Sentence
• I remember that the bell means it is time
• for break to end by thinking of a teapot.
• I know when it whistles the water is done.
• The bell is like a whistle when it rings break
• is done.

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THE RECIPE (Rowe,1999)

• For a ten sentence story
• 1 directive sentence
• 2-5 of descriptive and perspective sentences

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A Good example

• How to walk with Mum
• When we go out to shops, Mum takes me in the car
• She parks the car in the car park by Tesco
• Mum likes me to hold her hand when we walk
• She says that will keep me safe
• She likes me to hold her hand when we get out of
  the car and walk over to the shopping centre
• When we get the shops I can walk by her side
• That will keep me safe
• I will try to hold her hand when we get out of
  the car and go to the shopping centre

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Social stories and the Triad

• Social stories can be adapted to address
• Social Interaction, to address how to behave
  appropriately in social situations give insight
  into what others expect
• Communication, to develop dialogue skills and
  understand humour and idioms
• Flexibility of thought and behaviour, to move
  towards adapting to inappropriate responses but
  focusing on what others (NTs) do in the same
  situation

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Using Social Stories

• How and when to use an ID card
• Appropriate and inappropriate touching
• Asking appropriate and inappropriate questions
• Using telephone to contact emergency services
• Using public toilets and changing rooms
• Road safety, what to when lost

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• Social Sentences
• No answer from others-sometimes
• people dont answer when you talk
• them.
• Maybe they didnt hear you
• Maybe they werent paying attention
• Maybe they are busy
• I can just forget about it, maybe theyll
• speak to me later

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• Touching others property-
• I should not touch other peoples
• things.
• I might break it and that would make
• them mad at me.
• If someone did that to me Id be upset.
• When (brother) takes my toys I worry
• hell break them.
• Brother does it because babies do not
• know better.
• I know better because I am older.

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Temple Grandins Rules

• Really bad things ( murder, stealing, arson)
• Courtesy rules (queuing, table manners)
• Illegal but not bad(speeding, illegal parking)
• Sins of system (sexual misbehaviour, taking
  drugs)

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Other Useful Strategies

• Carrying some form of ID
• Examining Special Interests
• Looking for Triggers
• Using the School Curriculum

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The WAG Research

• www.awares.org (library)
• Contact me on 01978 853841 or e.mail
  maggie_at_autismcymru.org

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• THANK YOU FOR LISTENING!