Safety-and-Self-Preservation-06-05-2017-06-07-2017

Safety and Self  

Preservation:  

Beyond the Basics

Introductions 

Your trainers are: 

Marianne McAllister 

Quality Assessor 

Menorca Collazo 

Regional Manager 

Purpose 

▪ Encourage participants to think beyond the  minimal requirements of keeping people  with IDD safe. 

▪ Provide information and suggestions to  enhance services and supports in relation to  safety and self preservation.

 

Defining Safety 

Safety is defined as protection  from, or not being exposed to  the risk of harm, injury or  

damage. 

 



Documentation Shows 

Provider Record Review Safety Indicators

Documentation demonstrates the provider is knowledgeable of 

the person's ability to self-preserve and/or the person's effective 

resiliency skills. 

Documentation demonstrates the provider offers education to 

60.3% 

the person on how to self-preserve and/or develop effective resiliency skills according to the person's learning style. 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety assessments 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety plan 

Ongoing evidence of identifying, addressing, and seeking prevention of abuse, neglect, and exploitation are being documented. 

52.5% 53.7% 

79.9% 

88.4% 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

Interviews Revealed 

Individual and Staff Interview Safety Indicator s

Person is aware of how to respond in an emergency: 

Incapacitated staff/family/natural support 

Individual Interview 

Person is aware of how they would respond in safety 

situations to help them maintain their own safety (i.e. if 

homeless, if, etc.) 

Person is aware of how to respond in an emergency: When it 

is necessary to call for help (911) 

Staff Interview 

Staff has a means (for example a tool, questionnaire, checklist 

or process) to evaluate/assess the person's needs related to 

safety 

87.3% 83.9% 87.3% 83.9% 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

Safety Hazards/Concerns

The seven leading causes of home and  community injury:  

▪ Falls 

▪ Poisoning 

▪ Fires  

▪ Burns  

▪ Choking/Suffocation 

▪ Vulnerable to others e.g. exploitation/abuse ▪ Lack of pedestrian safety skills  

 

Fact 

Persons with intellectual developmental  disabilities (IDD)may have difficulty  

recognizing situations in which danger exists  and therefore may be less likely to take  precautions.  

People with IDD are often taught  

unquestioning compliance and less  

emphasis on teaching assertiveness and  choice making. Due to having a large  

number of supports, it is challenging to  

distinguish family members and other direct  supports from strangers. 

 

Think About This  

▪ Disabilities affect routine activities and exposure to  high-risk environments (especially in the community).  

▪ Many people with IDD do not drive and more likely to  rely on mass transportation, walking or others to get  where they need to go.  

▪ Some people with IDD are highly dependent on their  support staff for daily needs. This may cause them to  be reluctant to report abuse, exploitation, or feeling  unsafe due to fear of retribution.

Role & Responsibility 

It is our role to support people to be safe but it  is also our responsibility to educate them on  how to keep safe in all settings.  

How can we better support people to be safe? ⮚ Reduce the risk factors. 

⮚ Teach beyond drills and the basics. 

 

Risk Factors 

Risk  

factors  

that may  contribute  to unsafe  situations: 

Restricted social environments 

Dependent upon touch for personal care Socialized to accept being touched by anyone 

Unable to differentiate between appropriate and  inappropriate actions 

May not understand the concept of strangers 

Unable to conceive that someone they know could  harm them 

Not received sex education

This list can be used as a tool to identify a person’s specific risk factors. Be sure  to consider all settings. 

 

Reducing Risk  

▪ Encourage open social environments (less restrictive activities,  offer social opportunities where trusting relationships can be  developed) 

▪ Empower through training and awareness –(have discussion about  what it means to be safe) 

▪ Be aware of behavioral and physical changes (e.g., withdrawn,  aggression, bruises) 

▪ Educate on how to report unsafe situations 

▪ Provide various ongoing safety education to staff and individuals  ▪ Educate on how to differentiate between appropriate and  inappropriate actions 

▪ Educate on what constitutes as abuse 

▪ Educate on the concept of strangers 

▪ Offer sex education

 

Education 

People have a variety of ways of learning new  concepts, including listening to an instructor’s  presentation, watching DVDs, looking at  pictures, and using props. It is most important  to consider the person’s learning style and  preferences.  

 

 

How to Educate with Empowerment? 

▪ Treat all adults like adults. 

▪ Use people-first language. 

▪ Never assume new information has been learned and  look for ways to demonstrate the skill or understanding  of the new information. 

▪ Understand your audience: abilities and preferred  learning styles. 

▪ Work slowly: Although you could easily speed through  a lesson in 15 minutes, don’t! Take time to explore each  picture, idea, and conversation. 

 

Educate with Empowerment 

Verbal  

Instruction 

Visual  

Demonstration 

 

Interactive  Opportunity 

Confirm  

Understanding 

 

Demonstration Periodically  Assess

 

Documentation Shows 

Provider Record Review Safety Indicators

Documentation demonstrates the provider is knowledgeable of 

the person's ability to self-preserve and/or the person's effective resiliency skills. 

Documentation demonstrates the provider offers education to the person on how to self-preserve and/or develop effective resiliency skills according to the person's learning style. 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety assessments 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety plan 

Ongoing evidence of identifying, addressing, and seeking prevention of abuse, neglect, and exploitation are being documented. 

60.3% 52.5% 53.7% 

79.9% 

88.4% 

 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

Abuse & Exploitation Risks 

Abuse Risks: 

▪ Often denied appropriate sex  education 

▪ Often taught passive  

communication strategies but  few social control functions ▪ Most cases of abuse  

go unreported  

▪ Not trained on how to report  abuse  

▪ Unfamiliar with different types  of abuse  

▪ Not afforded the  

development of age 

appropriate sense of  

personal space 

Exploitation Risks: 

▪ Relying on others to  handle money or handle  personal affairs 

▪ Personal belongings are  accessible to others 

▪ Does not know how to  differentiate between  friends and strangers 

▪ Does not have many  people in his/her life 

▪ Personal information (PHI)  is shared with many

 

Prevention 

General  Prevention 

Create safe environments that support victims to  disclose 

Background checks on new/old employees should  be conducted on a routine basis  

Encourage participation in advocacy groups 

Suspected abuse/exploitation of any type must be  reported in order for repeat victimization to stop

 

Prevention 

Abuse 

Exploitation

• Educate on the various types of  abuse and how to report it • Sex education provided on a  regular basis 

• Classes on sexual violence to  educate on how to respond and  protect oneself 

• Transparent accounting and  documentation for money  management 

• Confidential information is made  available/shared on a “need to  know” basis 

• Educate on the many types of  exploitation 



Interviews revealed 

Individual and Staff Interview Safety Indicators

Person is aware of how to respond in an emergency: 

Incapacitated staff/family/natural support 

Individual Interview 

Person is aware of how they would respond in safety 

situations to help them maintain their own safety (i.e. if 

homeless, if, etc.) 

Person is aware of how to respond in an emergency: When it 

is necessary to call for help (911) 

Staff Interview 

Staff has a means (for example a tool, questionnaire, checklist 

or process) to evaluate/assess the person's needs related to 

safety 

87.3% 83.9% 87.3% 83.9% 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

Safety in the Community  

Things to think about when in crowds, traveling or out in the  community with people: 

❑ Know where to go & how to get there 

❑ What to expect while there 

❑ Where are the exits in a building 

❑ What is on the other side of the exits 

❑ Places are accessible  

❑ Preferences of the person being considered 

Work with the person to build relationships to give the person  the confidence needed in unfamiliar situations/places. 

 

Tips on Safety in the Community 

Staff 

•Know your  

environment 

•Aware of community  dangers 

•Use teachable  

moments  

 

Person 

•Create relationships  with others in our  

community 

•Tell someone if  

something feels odd •Be assertive 



Documentation Shows 

Provider Record Review Safety Indicators

Documentation demonstrates the provider is knowledgeable of 

the person's ability to self-preserve and/or the person's effective 

resiliency skills. 

Documentation demonstrates the provider offers education to 

60.3% 

the person on how to self-preserve and/or develop effective resiliency skills according to the person's learning style. 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety assessments 

Documentation demonstrates the results of monitoring and analysis of the following (DDP): Safety plan 

Ongoing evidence of identifying, addressing, and seeking prevention of abuse, neglect, and exploitation are being documented. 

52.5% 53.7% 

79.9% 

88.4% 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

What is Self Preservation? 

Self Preservation  

is the KNOWLEDGE, SKILLS and ABILITY to  do what is necessary to avoid and/or  survive danger.

 

Supporting Self Preservation 

• Practice safety situations regularly  

• Practice safety situations in all types of  

locations/environments 

• Make learning as real as possible 

• Solicit feedback from the person while practicing • Have the person to complete safety drills as  independent as possible 

• Based upon each person’s abilities, provide training to  increase skills and independence

 

Supporting Self Preservation  Be consistent Be specific 

Safety  

Culture 

Use repetition Person Centered 

Relevant - based  

on skills & learning  

stylWays to Educate on Self Preservation 

• Peer to peer training 

• Conducting “what if scenarios” 

• Role playing 

• Modeling 

• Bulletin boards 

• Classroom activities 

• Computer/Internet 

• Community experiences 

• Group discussions 

• Community resources 

• Teachable moments 

• Personal experiences 

• Current events



Interviews revealed 

Individual and Staff Interview Safety Indicator s

Person is aware of how to respond in an emergency: 

Incapacitated staff/family/natural support 

Individual Interview 

Person is aware of how they would respond in safety 

situations to help them maintain their own safety (i.e. if 

homeless, if, etc.) 

Person is aware of how to respond in an emergency: When 

it is necessary to call for help (911) 

Staff Interview 

Staff has a means (for example a tool, questionnaire, 

checklist or process) to evaluate/assess the person's needs 

related to safety 

87.3% 83.9% 87.3% 83.9% 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

 

Planning & Responding to Emergencies 

Local Emergency Management 

• Community plans in place in case a disaster occurs •Assistance programs available 

• Get to know your local emergency agencies 

Preparedness Plan 

•Safe meeting place and escape routes  

• Visual aids for first responders and others 

Emergency Go Bags/Kits 

• Copies of prescriptions 

•Pictures of people served with emergency contact  information 

NOTE: Review these periodically to ensure it is up to date

 

Safety Assessments and Plans 

Safety  

Assessments:Assess safety in all environments Diagnoses and medication that impact safety 

Level of independence in all environments 

Level of support needed  

Natural supports in place 

Safety Plans: Include the supports needed 

Include the skills of the person 

How to support the person to be independent  Updated frequently and/or as needed

 

Documentation Needed 

▪ Safety training when it occurs in daily documentation ▪ The person’s response to any safety training 

▪ Knowledge of the person's ability to self-preserve and/or the  person's effective resiliency skills 

▪ Evidence of identifying, addressing, education and seeking  prevention of abuse, neglect, and exploitation 

▪ Results of monitoring and analysis of safety assessments and safety  plans 

▪ The ISP Section: Support Needs and Important For should be  detailed in describing the person’s abilities and support needs  related to safety

 

Questions and Feedback

 

 

Resources 

• Materials for People with IDD at Risk:  

http://www.nfpa.org/public-education/by-topic/people-at-risk/people-with disabilities/educational-materials/people-with-intellectual-disabilities • Safety Assessment:  

http://prevention1st.org/programs/safety-for-special-needs/ 

• The Federal Emergency Management Agency (FEMA) offers a booklet  entitled Preparing for Disaster for People with Disabilities and other Special Needs. • Emergency Preparedness:  

https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/pplwthdsblts/index en.aspx#psn.05 

• Sexual Abuse Fact Sheet:  

https://www.thearc.org/what-we-do/resources/fact-sheets/sexual-violence • CAN DO! Project: 

www.disability-abuse.com 

• ESCAPE-DD materials: 

http://www.tc.columbia.edu/oopd/index.asp?Id=ESCAPE+DD+Curriculum&Info=ES CAPE+DD+Curriculum 



Evaluate the Training 

Thank You! 

For Georgia Collaborative ASO general inquiry  or questions please email: 

GeorgiaASO@beaconhealthoptions.com For specific questions related to this IDD  training  

Delmarva Foundation  

please call: 

1-866-755-3506