{"id":65383,"date":"2021-10-01T08:00:02","date_gmt":"2021-10-01T12:00:02","guid":{"rendered":"https:\/\/www.policechiefmagazine.org\/?p=65383"},"modified":"2025-01-02T14:56:46","modified_gmt":"2025-01-02T19:56:46","slug":"interacting-with-individuals-who-have-intellectual-and-developmental-disabilities","status":"publish","type":"post","link":"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/","title":{"rendered":"Interacting with Individuals Who Have Intellectual and Developmental Disabilities"},"content":{"rendered":"<p><strong>Justice-involved individuals with intellectual and developmental disabilities (I\/DD) face tremendous challenges within the criminal justice system.<\/strong> Their potential for limited mental capacity may interfere with their ability to reason and make sound judgments. As a result, they lack the necessary skills to understand that what they are doing may be wrong, making them more susceptible to criminal behaviors, albeit unwittingly. In some cases, individuals with developmental disabilities may even be coerced by criminals to commit these unlawful acts. Many of these individuals agreeing to commit these offenses may be using this as a way to forge friendships with the perpetrators.<sup>1<\/sup> They often do this with no understanding that their participation is a crime\u2014and therefore wrong\u2014and can have serious consequences.<\/p>\n<p>When police officers arrive at the scene, they might not immediately recognize that these individuals have cognitive impairments. Many individuals with I\/DD may lack physical markers that make these disabilities readily apparent. When questioned, these individuals might have a difficult time communicating with the arresting officer, further complicating the situation. For officers unfamiliar with I\/DD, these individuals might present as erratic; unstable; and, in many cases, uncooperative. This inability to effectively communicate with law enforcement may increase an individual\u2019s vulnerability to arrest.<sup>2<\/sup> Further, any behavioral issues the individual has may intensify the situation.<\/p>\n<p>When arrested, these individuals may waive their <em>Miranda<\/em> rights, not understanding the consequences, and, in some instances, they may feel pressured into providing a confession to a crime that they did not commit as they want to be cooperative or because questions were not posed in a constructive manner. Further, some individuals may simply provide the answer they think the officer is looking for or may say \u201cyes\u201d to a question as a default response. This kind of occurrence leaves those with developmental disabilities vulnerable and at risk. Discussion on the process of police interrogation with individuals who have developmental disabilities has been largely nonexistent, but it is crucial to engage in conversation about this so that police officers can appropriately recognize and mediate such cases.<\/p>\n<p>A former NYPD detective, who preferred to remain anonymous, stated during a phone interview,<\/p>\n<p><em>It is not always easy to recognize whether a suspect has any developmental disabilities. Sometimes it\u2019s visually apparent, and other times it is not so clear. Any suspect who presents with erratic behavior will be perceived as [an emotionally disturbed person]. It is difficult to assess the situation on the spot as officers have to think quickly.<\/em><sup>3<\/sup><\/p>\n<p>When asked about protocol in handling such situations, he stated, \u201cIt is important to call a supervisor to the scene as he or she [may have additional training] to deal with such situations.\u201d The former detective noted that further training in the academy would be helpful in allowing police officers to appropriately assess, recognize, and handle a situation involving a person with I\/DD.<\/p>\n<p>As of 2021, more than 2,700 communities have added crisis intervention team (CIT) trainings and specialized teams to ensure their police forces are better trained and equipped to respond to calls involving apparent mental health crises. If an agency has a CIT, this would be a valuable tool to de-escalate a situation involving people with I\/DD.<sup>4<\/sup> Further, policing with empathy should be employed in these situations. Being empathetic revolves around the idea that the officer is able to recognize emotion, share in someone\u2019s emotions, and understand how their behavior can affect others. Satisfaction and cooperation with law enforcement can be directly tied to empathy shown by law enforcement.<sup>5<\/sup><\/p>\n<h3><span style=\"color: #000080;\"><strong>Common Issues Facing This Population and How to Address Them<\/strong><\/span><\/h3>\n<table class=\" alignright\" style=\"width: 30%; background-color: #004375; border-style: none;\">\n<tbody>\n<tr>\n<td style=\"width: 623px; text-align: center; vertical-align: middle;\" width=\"623\">\n<p style=\"padding-left: 40px;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-65405\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/portico-columns.jpg\" alt=\"\" width=\"221\" height=\"170\" \/><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #ffffff;\">According to the Bureau of Justice,<\/span><br \/>\n<span style=\"color: #ffffff;\"><big><strong>30%<\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">of jail inmates reported<\/span><br \/>\n<span style=\"color: #ffffff;\">having a cognitive disability.<\/span><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #ffffff;\"><big><strong>5%<\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">of the general public reports a<\/span> <span style=\"color: #ffffff;\">cognitive disability.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It is understood that, in policing, it can be difficult to determine if someone has an intellectual, developmental, or learning disability, or if he or she is educationally disadvantaged. If an officer has reason to suspect that someone has an I\/DD, it may be in the officer\u2019s best interest to proceed as though the person does have a disability so as to lead to the best possible outcome for both the officer and the other person. Additionally, resources like CIT or related programs could assist in an assessment of needs.<\/p>\n<p>Not everything written here is true of every individual whom first responders will interact with, but, when there is reason to believe that someone has an I\/DD, these tips and techniques may make the experience easier while also giving the officer the information he or she is looking for. When in doubt, and if possible, agencies should find an advocate, either someone the individual knows and trusts or one provided by the police department or a community organization. This will protect both the individual and the officer.<\/p>\n<p>The more time one spends with people with I\/DD, the easier it becomes to identify individuals\u2019 specific areas of limitations. No two individuals are the same, need the same support, or excel in the same areas. It is important to individualize support and care.<\/p>\n<h4><span style=\"color: #c79c36;\">Communication<\/span><\/h4>\n<p>Communicating with this population can be a hurdle, even for those with many years of experience. All members of this population have their own unique ways of communicating. They may be able to communicate through full sentences and reciprocal conversation; they may use sign language, pictures, one-word sentences, texting, or augmented communication devices; or they may be unable to communicate meaningfully at all. However, there are some common themes and scenarios likely to be experienced by those interacting with this population.<\/p>\n<table class=\" alignleft\" style=\"width: 30%; border-collapse: collapse; background-color: #004375; border-style: none;\">\n<tbody>\n<tr>\n<td style=\"width: 50%; text-align: center; vertical-align: middle;\">\n<p><span style=\"color: #ffffff;\">The 2020 U.S. census reported approximately<\/span><\/p>\n<p><span style=\"color: #ffffff;\"><big><strong>1.2<\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">million adults with an intellectual disability and<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-65418\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/mind-puzzle.jpg\" alt=\"\" width=\"166\" height=\"175\" \/><\/p>\n<p><span style=\"color: #ffffff;\"><big><strong>944,000<\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">adults with other developmental disabilities.<\/span><\/td>\n<td style=\"width: 5%; background-color: #f5f6f8; text-align: center; vertical-align: middle;\"><span style=\"color: #ffffff;\">\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>While many people are aware of Tourette\u2019s Syndrome, they are less aware of echolalia and may actually be confusing the two. People who display echolalic behavior typically repeat what is said to them or things they hear. This can either be meaningless repetition or the way the individual is processing what is said or asked of them before moving on to their part of the conversation. When an officer comes across echolalia (or is unsure), the officer should give the person time to process, try to repeat the question, take into consideration that further disability may be present, and locate an advocate.<\/p>\n<p>Processing delays are real. Some people have a time delay in cognitively processing what was said to them before giving a reply or producing an action. When sitting across from someone for whom it is unclear how long it takes to process what was said, an officer may simply think the person is ignoring him or her. When the person doesn\u2019t answer within seconds, many people are likely to repeat what was said or go on to the next question or direction. Doing this will overstimulate someone with a processing delay and is likely to cause the person to shut down, leading to further frustration on both ends. There is no way to know someone\u2019s timing without knowing if they have a delay, so instead of moving on, if safe to do so, officers should give up to a suggested 15 seconds for a response (and silently count this\u2014it is much longer than one might think) and may be more likely to get the response sought.<\/p>\n<p>The way one asks a question might be the most important factor. Many people with I\/DD have difficulty answering open-ended questions starting with who, what, where, when, why, and how. These types of questions require more abstract thinking and can prove difficult, especially when recall is involved. Officers may get a lot of false answers or many \u201cI don\u2019t know\u201d and \u201cI don\u2019t remember\u201d answers as these are often routinized conversation responses. Yes\/no questions are typically easier for this population to answer than more abstract questioning and may be more appropriate when gathering basic identification information or determining what types of accommodations may be needed. Unfortunately, due to the potential for inaccurate statements and later legal challenges, this type of questioning should not be used in a formal interview or interrogation. It should be noted that, even when using yes\/no questions, recall may still be difficult. Further, not every person with an I\/DD is considered an accurate reporter and even answers to yes\/no questions may be unreliable; for officer protection and the individual\u2019s safety, it would be prudent to have the person\u2019s lawyer present.<sup>6<\/sup> Too often, individuals with I\/DD will give the answer they think the questioner wants to hear, which gets them into trouble when it comes to interviews or interrogations. This is true of any question format. Officers that interview individuals with I\/DD should be trained on conducting such interviews and use simple, straightforward questions without suggesting answers. If options need to be provided, which can be a successful route to correct answers, people with I\/DD are likely to pick the last one listed, so it is best practice to ask the same question multiple times with the options reordered for a more accurate response. Be mindful of how the question is asked and the tone of voice used. If possible, giving a visual representation for these choices may also yield positive results.<\/p>\n<blockquote><p><span style=\"color: #c79c36;\">\u201cEach individual is just that\u2014an individual\u2014and should be treated as such.\u201d<\/span><\/p><\/blockquote>\n<p>Finally, make sure the person comprehended the question, statement, or discussion that took place. Even though the officer will have asked if they understood their rights or the question asked, have the individual tell the officer what he or she understood or have them answer questions regarding what was discussed. Having the individual repeat back what rights he or she has or what the question was actually asking allows one to gauge the individual\u2019s level of understanding. Remember that if the individual was able to repeat back the question, this does not always mean he or she comprehended it. Ask individuals with I\/DD or possible I\/DD questions about what their rights are and what the questions mean to them because their responses will indicate how much they comprehended what was said to them. Knowing words, even being able to define words, and understanding what words mean in context, are two very different things.<sup>7<\/sup> As always, when in doubt, officers should seek the assistance of a CIT member, the person\u2019s advocate, or another trained professional to protect both the officers and the person.<\/p>\n<h4><span style=\"color: #c79c36;\">Sensory Needs<\/span><\/h4>\n<p>Overstimulation can come from what someone smells, touches, hears, tastes, and sees. It can also be caused by what someone is thinking, feeling, or experiencing. This can come from being asked too many questions, the same question too many times, a routine being disrupted, and even overthinking. Other sensory issues can occur from being overcrowded or surrounded by too much activity, as well as from sound, light, and touch.<\/p>\n<p><strong>Sound:<\/strong> Some individuals are sensitive to sound. For some, only very loud or surprising noises like big crowds or alarms may disturb them, and many of these sounds are going to be associated with police officers (sirens, busy precinct, etc.). Taking the individual to a quiet room can help them self-regulate.<\/p>\n<table class=\"alignright\" style=\"width: 30%; border-collapse: collapse; background-color: #004375; border-style: none;\">\n<tbody>\n<tr>\n<td style=\"width: 100%; text-align: center; vertical-align: middle;\">\n<p><span style=\"color: #ffffff;\">Individuals with intellectual disabilities compose<\/span><\/p>\n<p><span style=\"color: #ffffff;\"><big><strong><big>2\u20133%<\/big><\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">of the general population.<\/span><\/p>\n<p><span style=\"color: #ffffff;\">Individuals with intellectual<\/span> <span style=\"color: #ffffff;\">disabilities represent<\/span><\/p>\n<p><span style=\"color: #ffffff;\"><big><strong><big>4\u201310%<\/big><\/strong><\/big><\/span><br \/>\n<span style=\"color: #ffffff;\">of the prison population.<\/span><br \/>\n<span style=\"color: #ffffff;\">More remain in juvenile facilities <\/span><span style=\"color: #ffffff;\">and jails.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-65421\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Jailed.jpg\" alt=\"\" width=\"160\" height=\"133\" \/><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Light:<\/strong> Some individuals are sensitive to light. Some love the sunlight and crave it, while others prefer darker areas with more subtle lighting. Take note if an individual will not leave a sunny area because he or she might not necessarily be ignoring directives, the person could be just enjoying the sun. Also take note if an individual is trying to shield him- or herself from a well-lit area, squinting indoors, or covering him- or herself up; these could be signs of a sensitivity to light. Try to dim the lights or turn them off if possible.<\/p>\n<p><strong>Touch:<\/strong> Some individuals are sensitive to touch. While some enjoy sensory input, others are sensory defensive. Sensory input can include playing with water, receiving a massage, banging one\u2019s head, and so forth. People with touch sensitivity may enjoy and crave pressure on their body and other stimuli that touch brings. However, being sensory defensive typically means the person is more resistant or sensitive to touch, even a hand on the shoulder can be difficult to take, such as when the person is being led into a police car (hands on head or shoulder). These individuals may be defensive of cold items on their skin as well, such as handcuffs. They can have a visceral reaction to these stimuli, which may look like they are resisting arrest when, in reality, something is bothering and potentially hurting them.<\/p>\n<h4><span style=\"color: #c79c36;\">Physical Aggression<\/span><\/h4>\n<p>Physical aggression is not always meant to resist arrest or intended to be harmful. As discussed above, many individuals with I\/DD do not communicate in the ways most people expect them to. When unable to communicate accurately, misunderstood, or introduced to new and potentially scary stimuli, people often get frustrated\u2014and individuals with I\/DD are no different. However, people with I\/DD may be at an increased risk to react physically as a defense mechanism. In many cases, when people with I\/DD are physically aggressive, they are not doing this with malicious intent\u2014they are typically not trying to hurt the other person. They are often looking to communicate their wants and needs, are looking for affection, or are trying to play with the other person, albeit inappropriately. When this form of communication occurs, if possible, and if safe to do so, take a step back before engaging. This could be the person looking for attention, even negative attention, so ignoring this behavior could be in everyone\u2019s best interest as engaging the behavior could elevate it. Calling CIT and EMS may be useful to provide medical and emotional intervention rather than physical intervention so as not to escalate aggressive behaviors.<\/p>\n<aside class=\"pullout alignleft\"><\/p>\n<p style=\"text-align: center;\">Special thanks to<br \/>\nDr. Daniel Pollack, MSSA, JD.<\/p>\n<p><\/aside>\n<p>Additionally, individuals can be dually diagnosed with I\/DD and a psychiatric condition. This scenario may require a call to EMS for assistance for everyone\u2019s safety, and this may happen out of the blue with no obvious or known antecedent or the individual is being treated appropriately and no signs of this diagnosis will ever be shown. It is understood that, in the field, decisions are made in the blink of an eye to protect the public, the person, and the officer, and there is no minimizing what it takes to make that decision.<\/p>\n<h4><span style=\"color: #c79c36;\">Structure and Routine<\/span><\/h4>\n<p>Many individuals thrive on structure and routine. The police\u2019s presence is likely a disturbance to this routine and can cause certain behaviors to increase. No two individuals have the same behaviors, so the signs to look for are different from person to person. However, when schedule changes occur, it is helpful if the officer explains what he or she is doing, how long it will take, what the next steps are, and to address any questions the individuals may have. Oftentimes, they want to know that what they are missing on their schedule will be made up later and in what time frame. It may help to tell them that the advocates in their lives will check the schedule for them.<\/p>\n<table class=\" alignright\" style=\"height: 275px; width: 420px; border-collapse: collapse;\">\n<tbody>\n<tr>\n<td style=\"width: 100%; border-color: #c79c36; border-style: solid; background-color: #ffffff; text-align: center; vertical-align: middle;\">\n<p style=\"text-align: left;\"><strong>FIGURE 1:<\/strong> TOKEN BOARD<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65389 aligncenter\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/token-board-new-font.jpg\" alt=\"\" width=\"430\" height=\"272\" srcset=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/token-board-new-font.jpg 430w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/token-board-new-font-300x190.jpg 300w\" sizes=\"auto, (max-width: 430px) 100vw, 430px\" \/><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It is okay to use positive reinforcement or give rewards to encourage cooperation and positive behavior so long as this is not coercion. For example, an officer could say, \u201cIf you stay in the interview room with me for 10 minutes and answer my questions, you can use the iPad for 10 minutes.\u201d A token board (Figure 1) is also a useful tool; this typically involves check marks for each positive behavior and results in a reward once the agreed-upon number of checks are made. The best model for this is drawing boxes for the number of checks agreed on and then checking off each box as tasks are completed. This allows the individual to visually track his or her progress.<\/p>\n<table class=\" alignright\" style=\"height: 550px; width: 422px; border-collapse: collapse;\">\n<tbody>\n<tr>\n<td style=\"width: 100%; background-color: #ffffff; border-color: #c79c36; border-style: solid; text-align: center; vertical-align: middle;\">\n<p style=\"text-align: left;\"><strong>FIGURE 2:<\/strong> BOARDMAKER EXAMPLES<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-65391\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1-231x300.jpg\" alt=\"\" width=\"420\" height=\"545\" srcset=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1-231x300.jpg 231w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1-789x1024.jpg 789w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1-768x997.jpg 768w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1-1183x1536.jpg 1183w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/boardmaker-figure_1.jpg 1341w\" sizes=\"auto, (max-width: 420px) 100vw, 420px\" \/><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Some individuals also have difficulty with transitioning from one activity to the next. This may result in problematic behaviors as they are leaving a preferred activity for a nonpreferred one, or they may show a lack of focus as their mindset is still on the activity that they left.<sup>8<\/sup> If an officer needs to transition to a new activity, give a set time for how much longer the individual has left with the current one. Visual timers work very well here (sand timers, stop watches, etc.), and visual schedules (Figure 2) work very well if the officer will be working long term with an individual. Pictures or written words of the order of the day or meeting will let the individual know what will be coming up next, which helps her or him to mentally prepare for the schedule and minimizes transition issues (although it is still best practice to give a timed reminder). In general, visuals work well for this population, whether the visual aid is a schedule, a prompt (such as pointing or gesturing), teaching a skill through showing examples, and so forth. Boardmaker is a great resource for picture symbols that are highly recognized.<\/p>\n<p>The above traits are the most common throughout the I\/DD population, but this list is not exhaustive. However, it is important to note that if an officer sees a need in one individual, it does not mean he or she will see the same need in the next one or that the same need will present in the same way. Each individual is just that\u2014an individual\u2014and should be treated as such. If one is unsure how to best approach their needs, ask them. The individual is the best source of information on what he or she needs. If the individual cannot assist, find someone close to him or her or an advocate who can provide guidance.<\/p>\n<h3><span style=\"color: #000080;\"><strong>Conclusion<\/strong><\/span><\/h3>\n<p>While officer safety is of the utmost importance, it is also important to remember the role of empathy in policing and building trusting relationships with the community. Empathetic policing starts with engaging in dialogue with community members and having a better understanding of their needs and norms. In recruitment, police departments are increasingly interested in candidates with strong social skills, and training has a focus on honing social skills and empathy in particular.<sup>9<\/sup> At any time, no one knows what someone else is experiencing in life. Due to this, an empathetic approach can create greater trust in the police and more positive outcomes in law enforcement\u2013involved interactions.<sup>10<\/sup><\/p>\n<aside class=\"pullout alignleft\"><strong>IACP RESOURCES<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.theiacp.org\/resources\/policy-center-resource\/intellectual-and-developmental-disabilities\">Interactions with Individuals with Intellectual and Developmental Disabilities<\/a><\/li>\n<li><a href=\"https:\/\/www.theiacp.org\/sites\/default\/files\/IDD\/Review%20of%20CIT%20Evaluations.pdf\">Best Practice Guide on Responses to People with Behavioral Health Conditions or Developmental Disabilities<\/a><\/li>\n<\/ul>\n<p><strong>theIACP.org<\/strong><\/p>\n<ul>\n<li>\u201c<a href=\"https:\/\/www.policechiefmagazine.org\/responding-to-persons-special-needs\/\">Responding to Incidents Involving Vulnerable Persons with Diverse Special Needs<\/a>\u201d (article)<\/li>\n<li>\u201c<a href=\"https:\/\/www.policechiefmagazine.org\/policing-persons-with-disabilities-in-the-21st-century\/\">Policing Persons with Disabilities in the 21st Century<\/a>\u201d (article)<\/li>\n<\/ul>\n<p><\/aside>\n<p>Additionally, law enforcement officials and other first responders may benefit from training in recognizing implicit bias. Implicit biases are stereotypes about a particular population that can lead one to assign positive or negative characteristics to an entire population. Typically, these stereotypes are shaped by what has been unconsciously learned about a population, usually without negative intention toward the population, and actions are then based on this unconscious stereotype. Due to this, training to better understand individuals with I\/DD and their needs should be required for all police officers in training and all CIT officers. Training should include information about the population, understanding different modes of communication, how to recognize signs of an I\/DD, and how to de-escalate a situation through methods like those mentioned herein to avoid escalation. Resources like these will help to sharpen officers\u2019 skills when interacting and working with individuals with I\/DD.\u00a0<span style=\"font-family: Webdings;\">&#x1f6e1;<\/span><\/p>\n<table style=\"width: 100%; border-collapse: collapse; border-style: none; background-color: #102c4e;\">\n<tbody>\n<tr>\n<td style=\"width: 100%;\">\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-65386\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Minkoff-300x300.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Minkoff-300x300.jpg 300w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Minkoff-150x150.jpg 150w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Minkoff.jpg 640w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><span style=\"color: #ffffff;\"><strong>Rachel A. Minkoff<\/strong>, PhD, LMSW is a supervisor of residential group homes for adults with intellectual and developmental disabilities and previously served as a case manager for the same population. Her focus areas include policy and practice to improve the care, access to resources, and overall lives of people with intellectual and developmental disabilities.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%;\">\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-65387\" src=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Gerena-293x300.jpg\" alt=\"\" width=\"150\" height=\"154\" srcset=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Gerena-293x300.jpg 293w, https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/Gerena.jpg 433w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><span style=\"color: #ffffff;\"><strong>Carlos E. Gerena<\/strong>, PhD, LMSW, is a supervising clinical case manager at an alternative to detention agency, providing supportive counseling and case management and supporting a team of licensed clinicians. Prior to his current role, Dr. Gerena was a psychotherapist, providing mental health services to adolescents and young adults.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Notes:<\/strong><\/p>\n<p><sup>1<\/sup>Leigh Ann Davis, <a href=\"https:\/\/thearc.org\/wp-content\/uploads\/forchapters\/Criminal%20Justice%20System.pdf\"><em>People with Intellectual Disability in the Criminal Justice System: Victims &amp; Suspects<\/em><\/a> (Washington, DC: The Arc, 2009).<\/p>\n<p><sup>2<\/sup>Robert Perske, \u201cObservations of a Water Boy,\u201d <em>Mental Retardation<\/em> 41, no. 1 (February 2003): 61\u201364.<\/p>\n<p><sup>3<\/sup>Anonymous (former detective, New York City Police Department), 2021.<\/p>\n<p><sup>4<\/sup>National Alliance on Mental Illness, \u201c<a href=\"https:\/\/www.nami.org\/Advocacy\/Crisis-Intervention\/Crisis-Intervention-Team-(CIT)-Programs\">Crisis Intervention Team (CIT) Programs<\/a>.\u201d<\/p>\n<p><sup>5<\/sup>Chad Posick, Michael Rocque, and Nicole Rafter, \u201cMore Than a Feeling: Integrating Empathy into the Study of Lawmaking, Lawbreaking, and Reactions to Lawbreaking,\u201d <em>International Journal of Offender Therapy and Comparative Criminology<\/em> 58, no. 1 (January 2014): 5\u201326.<\/p>\n<p><sup>6<\/sup>IACP Law Enforcement Policy Center, <a href=\"https:\/\/www.theiacp.org\/resources\/policy-center-resource\/intellectual-and-developmental-disabilities\"><em>Interactions with Individuals with Intellectual and Developmental Disabilities<\/em><\/a> (Alexandria, VA: IACP, 2017).<\/p>\n<p><sup>7<\/sup>Peter Vermeulen, <em>Autism as Context Blindness: Instructor Manual<\/em> (Shawnee Mission, KS: AAPC Publishing, 2012).<\/p>\n<p><sup>8<\/sup>Ross W. Greene, <em>The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children<\/em> (New York, NY: HarperCollins Publishers, 2014).<\/p>\n<p><sup>9<\/sup> Lotte Bloksgaard and Annick Prieur, \u201cPolicing by Social Skills: The Importance of Empathy and Appropriate Emotional Expressions int the Recruitment, Selection and Education of Danish Police Officers,\u201d\u202f<em>Policing and Society<\/em> (February 2021).<\/p>\n<p><sup>10<\/sup> Posick, Rocque, and Rafter, \u201cMore Than a Feeling.\u201d<\/p>\n<hr \/>\n<p>Please cite as<\/p>\n<p>Rachel A. Minkoff and Carlos E. Gerena, \u201cInteracting with Individuals Who Have Intellectual and Developmental Disabilities,\u201d <em>Police Chief<\/em> 88, no. 10 (October 2021): 38\u201343.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Justice-involved individuals with intellectual and developmental disabilities (I\/DD) face tremendous challenges within the criminal justice system. Their potential for limited mental capacity may interfere with their ability to reason and make sound judgments. As a result, they lack the necessary skills to understand that what they are doing may be wrong, making them more susceptible to criminal behaviors, albeit unwittingly. In some cases, individuals with developmental disabilities may even be coerced by criminals to commit these unlawful acts. Many of these individuals agreeing to commit these offenses may be using this as a way to forge friendships with the perpetrators. They often do this with no understanding that their participation is a crime\u2014and therefore wrong\u2014and can have serious consequences.<\/p>\n<p>When police officers arrive at the scene, they might not immediately recognize that these individuals have cognitive impairments. Many individuals with I\/DD may lack physical markers that make these disabilities readily apparent. When questioned, these individuals might have a difficult time communicating with the arresting officer, further complicating the situation. For officers unfamiliar with I\/DD, these individuals might present as erratic; unstable; and, in many cases, uncooperative. This inability to effectively communicate with law enforcement may increase an individual\u2019s vulnerability to arrest. Further, any behavioral issues the individual has may intensify the situation.<\/p>\n","protected":false},"author":4042,"featured_media":65385,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[132,136,140],"tags":[227,2003,2002,1117],"class_list":["post-65383","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-training","category-investigations","category-mental-health","tag-cit","tag-echolalia","tag-intellectual-and-developmental-disabilities","tag-special-needs"],"acf":{"subtitle":"","post_author":"Rachel A. Minkoff, PhD, LMSW and Carlos E. Gerena, PhD, LMSW","main_category":"Education & Training","legacy_article_id":"","legacy_issue_id":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v24.4 (Yoast SEO v24.6) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Interacting with Individuals Who Have Intellectual and Developmental Disabilities - Police Chief Magazine<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Interacting with Individuals Who Have Intellectual and Developmental Disabilities\" \/>\n<meta property=\"og:description\" content=\"Justice-involved individuals with intellectual and developmental disabilities (I\/DD) face tremendous challenges within the criminal justice system. Their potential for limited mental capacity may interfere with their ability to reason and make sound judgments. As a result, they lack the necessary skills to understand that what they are doing may be wrong, making them more susceptible to criminal behaviors, albeit unwittingly. In some cases, individuals with developmental disabilities may even be coerced by criminals to commit these unlawful acts. Many of these individuals agreeing to commit these offenses may be using this as a way to forge friendships with the perpetrators. They often do this with no understanding that their participation is a crime\u2014and therefore wrong\u2014and can have serious consequences.  When police officers arrive at the scene, they might not immediately recognize that these individuals have cognitive impairments. Many individuals with I\/DD may lack physical markers that make these disabilities readily apparent. When questioned, these individuals might have a difficult time communicating with the arresting officer, further complicating the situation. For officers unfamiliar with I\/DD, these individuals might present as erratic; unstable; and, in many cases, uncooperative. This inability to effectively communicate with law enforcement may increase an individual\u2019s vulnerability to arrest. Further, any behavioral issues the individual has may intensify the situation.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\" \/>\n<meta property=\"og:site_name\" content=\"Police Chief Magazine\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/TheIACP\" \/>\n<meta property=\"article:published_time\" content=\"2021-10-01T12:00:02+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-01-02T19:56:46+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/GettyImages-1253212294-scaled.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"2560\" \/>\n\t<meta property=\"og:image:height\" content=\"1746\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Margaret White\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@TheIACP\" \/>\n<meta name=\"twitter:site\" content=\"@TheIACP\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Margaret White\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"18 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\"},\"author\":{\"name\":\"Margaret White\",\"@id\":\"https:\/\/www.policechiefmagazine.org\/#\/schema\/person\/8ccef21069086f34ed017e84cdf4fe52\"},\"headline\":\"Interacting with Individuals Who Have Intellectual and Developmental Disabilities\",\"datePublished\":\"2021-10-01T12:00:02+00:00\",\"dateModified\":\"2025-01-02T19:56:46+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\"},\"wordCount\":3616,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/www.policechiefmagazine.org\/#organization\"},\"image\":{\"@id\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/www.policechiefmagazine.org\/wp-content\/uploads\/GettyImages-1253212294-scaled.jpg\",\"keywords\":[\"CIT\",\"echolalia\",\"intellectual and developmental disabilities\",\"special needs\"],\"articleSection\":[\"Education &amp; Training\",\"Investigations\",\"Mental Health\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\",\"url\":\"https:\/\/www.policechiefmagazine.org\/interacting-with-individuals-who-have-intellectual-and-developmental-disabilities\/\",\"name\":\"Interacting with Individuals Who Have Intellectual and Developmental Disabilities - 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