The Cigna Group · NYSE:CI
The Cigna — Investor Presentation (May 2012)
24 slides from The Cigna's investor presentation, May 10, 2012
Slide 1: Community Safety Issues for Individuals with ASD
Community Safety Issues for Individuals with ASD: Common Concerns and Strategies for Building Independence Linda A. LeBlanc, PhD May 10, 2012
Slide 2: Importance of Community Access
Importance of Community Access • Community = our world and the people, things and opportunities in it • Better, larger community = better quality of life, stronger and more relationships • Safety issues shrink the world of individuals with ASD!!!
Slide 3: How big is their world?
TRUMPET BEHAVIORAL HEALTH How big is their world ? — | _$__ THE PROMENADE __
Slide 4: Wandering/elopement quote from Dr. Geraldine Dawson
“The issue of wandering/elopement is critical to many families and must be addressed in a manner that protects health and safety for individuals who wander," Dr. Geraldine Dawson
Slide 5: Wandering and Elopement
Wandering and Elopement • ~ 50% of parents of children with ASD report their child elopes, with a peak at age 4. • Nearly 50% of these families had a child missing long enough to cause significant concern about safety. Interactive Autism Network Research survey (April 20, 2011) • Children with ASD a
Slide 6: Related Dangers
Related Dangers • More than 1/3 lost children can’t convey their name, address, or phone number • 2 of 3 parents report their missing children had a “close call” with a traffic injury • 1 of 3 parents report a “close call” with a possible drowning
Slide 7: Stress and Protection
Stress and Protection • 40% of parents had suffered sleep disruption due to fear of elopement • 62% of families of children who elope restricted attending or couldn’t enjoy activities outside the home due to fear
Slide 8: A 2-pronged approach
A 2-pronged approach • Monitoring and recovery • Personal supervision • Electronic monitoring • Organized recovery systems • Targeted skill-building • Responding when lost • Stranger safety • Pedestrian safety • Water safety
Slide 9: Monitoring and Recovery
Monitoring and Recovery • Systems for detecting exit: • Wander Guard Products
Slide 10: Project LifeSaver website
@chnology. You Can Aely On.‘Proféetion You Can Trust. SROJECT LIFESAVER teeolinauk YR INGING: LOVED:ONES HOME ABOUTUS GETINVOLVED RESOURCECENTER MEMBER CENTER c or se # ee Search Our Site — : = RELP SAVE A LIFE . Tay DONATE NOW » Join our mailing list x Seen - yomus ; £5 z a ZA 4 JULY Bo (required)
Slide 11: Monitoring and Recovery: Project LifeSaver
Monitoring and Recovery • Project LifeSaver (www.projectlifesaver.org) • Locator worn on wrist or ankle, emits signal every 24 seconds that can be used to locate missing individual • Search has been reduced to 30 minutes in most cases. This is about a 95% time reduction over standard operations. • C
Slide 12: Responding when lost
Responding when lost • Critical components to responding when you are lost: • don’t panic • find someone safe to help you • be able to tell them how to reach your family • Taber et al (2003, 2004) taught teenagers with mild cognitive disabilities to • recognize when they were lost • use a cell phone
Slide 13: Responding when lost
Responding when lost • Taylor et al (2004) taught teenagers with autism and moderate disabilities to • respond to pager by approaching an adult and handing them a card • Hoch, Taylor & Rodriguez (2009) taught teenagers with autism and moderate disabilities to: • answer their cell phone when it rang
Slide 14: Community Safety
» TRUMPET BEHAVIORAL HEALTH Community Safety DON'T TALK TO STRANGERS. DON'T TAKE THEIR GIFTS AND NEVER GET IN A CAR WITH THEM
Slide 15: Teaching Abduction-Prevention Skills to Children with Autism
» TRUMPET BEHAVIORAL HEALTH JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2010, 43, 107-112 NUMBER 1 (SPRING 2010) TEACHING ABDUCTION-PREVENTION SKILLS TO CHILDREN WITH AUTISM KrisTIN V. GUNBY CENTRAL EAST AUTISM PROGRAM, KINARK AND James E. CarRk AND LINDA A. LEBLANC AUBURN UNIVERSITY
Slide 16: Stranger Safety
Stranger Safety Abduction by strangers is rare but happens Children with autism may be particularly susceptible to stranger persuasion and may not respond differentially to strangers Teach children to: Don’t go, say “no” loudly and firmly, run, find an adult and tell them Have to ensure US
Slide 17: Abduction Prevention
Abduction Prevention 3 boys with autism about to transition into general education Probes: an unknown adult (confederate) approached the child when he was alone in natural setting adult presented 1 of 4 known lures (i.e., simple, incentive, authority, and assistance request)
Slide 18: Teaching Procedures
Teaching Procedures Behavioral Skills Training: Verbal instructions Video and live modeling Practice with a stranger and familiar adults Praise and coaching ALWAYS have natural “in situ” probes and training if needed Post-training: repeat of baseline probes
Slide 19: Abduction Probes results
Baseline Post-Training Follow-Up 45 nee oa su TRUMPET 3 4 BEHAVIORAL HEALTH, 27 ma 14 Sammy 0 T T T 45 aA ¢ op 35 Natural 3 Environment 2 4 Probe = 3 n 1-4 Michael 0 +—-0-1+-@+— T T 45 [ | a 34 24 14 Charles 0-5 T T T 5 10 15 5 ee. | Abduction Probes
Slide 20: Teaching Street Crossing with VR-BST
Teaching Street Crossing with VR-BST Move forward Turn left Look up Move backward Turn right Look down
Slide 21: Teaching Street Crossing with VR-BST
Teaching Street Crossing with VR-BST X X X X X X
Slide 22: 2-pronged approach
2-pronged approach • For today: • monitoring and protection • For the rest of their lives: • skill-building and functional independence
Slide 23: A few final thoughts
A few final thoughts • Dream about your family’s future as a rich and fruitful one without boundaries • Find partners to make those dreams a reality • Face your biggest fears about their future and start finding tomorrow’s solutions today
Slide 24: Linda A LeBlanc, PhD, Trumpet Behavioral Health
Linda A LeBlanc, PhD Executive Director of Research and Clinical Services Trumpet Behavioral Health