Using Self-Advocate Educators with Disabilities as Patient Actors in Training

Presentation Details: Approximately 6.5 million people in the United States are diagnosed with Intellectual Disabilities and Developmental Disabilities (IDD/DD). The interprofessional team that included the disciplines of Speech-Language Pathology, Nursing, Literacy, and Law Enforcement, developed a research-based training model called Leading Forward, for Law Enforcement and EMS providers using role-play and scenario-based training which includes individuals with IDD/DD as self-advocate educators (SAE). Through this model, we teach Self-Advocate Educators (SAEs) to teach firefighters, EMS, and law enforcement about the range of characteristics of people with ID/DD and how their behaviors and communication abilities may vary from the non-disabled population in crises or emergency situations.
Researchers will discuss this research-based train-the-trainer model as well as the role-play scenarios that involve SAE’s and first responders and law enforcement “live” participation. As part of that training model, SAEs are taught using improvisation techniques to employ expected and unexpected behaviors based on provider interactions. SAE’s employ the skills they have learned in role-play scenarios on-site with providers. A collaborative debriefing of both providers’ and SAEs’ experiences takes place at the end of each scenario that allows for authentic evaluation of providers’ empathic communication techniques. Officers and recruits who received the training reported statistically higher levels of comfort in social interactions with people with disabilities post training compared to the training group who did not receive the training.
With the onset of the COVID-19 pandemic, our on-site train-the-trainer sessions for the SAEs and the training sessions for the EMS/FIRE providers were cancelled. As a result, we were able to change the delivery model from face-to-face to online synchronous sessions using online theatre techniques and video conference technology. Since March, fifty percent of the trainings were successfully moved online. Outcomes of those trainings will be discussed as in light of ways to move forward during challenging times.

Participants will be able to:
1. Understand components of a research-based model program which includes people with disabilities as patient actors.
2. Describe improvisation techniques for training people with disabilities as patient actors.
3. Demonstrate improvisation techniques for training people with disabilities as patient actors.

Drs. Schoenbrodt and Saal designed the Learning to LEAD curriculum used in training with law enforcement and EMS with Rae Oliveira and Percel Alston, through a grant partnership with Maryland Department of Disabilities. LEAD employed Self-Advocate Educators who were recruited from Best Buddies of Maryland and participated in both teaching and role-playing alongside police and EMS trainers. Presenters have a combined experience of over 40 years working to enhance language, literacy and EMS training with individuals with IDD.

The number of cases of fatalities of individuals with Intellectual and Developmental Disabilities (IDD/DD) at the hands of law enforcement continues to grow. With approximately 6.5 million people in the United States diagnosed with IDD/DD, the likelihood of interaction with law enforcement and EMS is high. The interprofessional team that included the disciplines of Speech-Language Pathology, Nursing, Literacy, and Law Enforcement, developed a research-based training model called Leading Forward, for Law Enforcement and EMS providers using role-play and scenario-based training which includes individuals with IDD/DD as self-advocate educators (SAE). Through this model, we taught Self-Advocate Educators (SAEs) to teach firefighters, EMS, and law enforcement about the range of characteristics of people with ID/DD and how their behaviors and communication abilities may vary from the non-disabled population in crises or emergency situations. Using individuals with lived experience is critical in training to improve outcomes for those with IDD/DD.

Researchers will discuss this research-based train-the-trainer model as well as the role-play scenarios that involve SAE’s and first responders and law enforcement “live” participation. As part of that training model, 16 SAEs were recruited and taught using improvisation techniques to employ expected and unexpected behaviors based on provider interactions. SAE’s employed the skills they learned in role-play scenarios on-site with providers. A collaborative debriefing of both providers’ and SAEs’ experiences took place at the end of each scenario that allowed for authentic evaluation of providers’ empathic communication techniques. At present, over 500 law enforcement and EMS professionals have been trained in this model in several localities in Maryland.
With the onset of the COVID-19 pandemic, our on-site train-the-trainer sessions for the SAEs and the training sessions for the EMS/FIRE providers were cancelled. As a result, we were able to change the delivery model from face-to-face to online synchronous sessions using online theatre techniques and video conference technology. Since March, fifty percent of the trainings were successfully moved online. The online model is currently being expanded for EMS to be used regionally in an effort to reach professionals in rural locations with the hope of expanding nationally.

Those who received the LEAD training as part of their curriculum reported statistically higher levels* of comfort in social interactions with people with disabilities post training compared to the training group who did not receive the LEAD training.
SAE's who participated in the program reported the following:
“It was important for me to help the policemen because they might not know someone has special needs and be mean to them”.
“I can help them learn to understand people who talk like me. I know what I want to say but they might think that I don’t because I sound different”.
“My role as a SAE can develop healthy relationships between people with IDD and police officers”.

The LEAD model provides training for both law enforcement and EMS providers to improve communication and behavior with individuals with IDD/DD in crisis situations. While the model has been used locally, it has implications for regional and national use. Results of the model will be used to inform policy development about the need to not only continue with explicit training about individuals with IDD/DD in training first responders, but also to use self-advocates with lived experience in that training.