Chairperson
Executive Director
Contact Information
NYS Developmental Disabilities Planning Council99 Washington Avenue, 12th Floor, Suite 1230
Albany, New York 12210
Phone: 800.395.3372
FAX: 518.402.3505
Email: Email Us
Upcoming DDPC Meetings
Childrens' Issues Committee MeetingJan. 23rd, 9:30 - Noon
(conference call)
Systems Committee Meeting:
Jan. 18th, 9:30 - 2:20pm
Location: 99 Washington Ave.,
Suite 1230
Albany, NY
Adult Issues Committee Meeting:
Jan. 26th, 10:00am - 2:00pm
99 Washington Ave.,
Suite 1230
Albany, NY
For more information, please contact the NYS DDPC at 1.800.395.3372
*** Notice ***
Open Government and the New York State Developmental
Disabilities Planning Council (DDPC).
All DDPC meetings are held in
Albany, NY unless otherwise noted. Under law, the New York State
Developmental Disabilities Planning Council (DDPC) meetings and DDPC
Standing Committee meetings are open meetings. If the public wants
to attend, they can attend as observers. Participants may be asked
to leave during breaks in the deliberations and when the meeting
goes into executive session.
For more information, please contact the DDPC directly at
1.800.395.3372.
People First Language
The DDPC strictly adheres to and encourages the use of people first language. However you may note that in some articles/stories appearing in the E-Bulletin the language used is not always entirely people first. Articles submitted to the DDPC are taken verbatim from the source and are therefore not edited by the DDPC for correct people first language due to copyright restrictions.
NYACTS is a website designed to provide current information on New York State services and supports for individuals with autism. Autism is on the rise in New York State and around the country. It is estimated that more than 60,000 New York State residents have a diagnosis of autism or autism spectrum disorders (ASDs) and that the incidence of autism could reach 4 million Americans in the next decade. New York State government needs to be united in its efforts to respond to these dramatic statistics. The formation of the Interagency Task Force on Autism has helped to ensure that state agencies are working together to assist individuals and families struggling with ASD.
Protecting People Diagnosed With Developmental Disabilities from the Leading Cause of Death
When we think about our safety, and the safety of our loved ones, we
usually think about crime. But unintentional injuries—from home fires,
household poisons, drowning and falls—are the leading cause of death of
children, teens and young adults. And the risk is significantly higher
for people diagnosed with developmental disabilities.
Fire-related injuries are of special concern. An analysis of Medicaid
data for a single year found that “Medicaid beneficiaries ages 1 to 20
with [intellectual disabilities] were 60% more likely to be treated for
a fire/burn injury than those without [intellectual disabilities]”. In
addition, a study by Johns Hopkins University found that persons
diagnosed with developmental disabilities were 5 times more likely to
die in a fire than the general population.
Fire has received particular attention in New York State following a
recent fatal fire in a group residence. In such settings, those caring
for people diagnosed with developmental disabilities are often required
to focus on compliance with regulations rather than on changing
behavior. State law requires fire drills four times a year (two of which
must be at night), but many caregivers are under the impression that
they must be done monthly. Unfortunately, repetition of drills can lead
to resistance, complaisance, and even dangerously poor habits, such as
going right back inside immediately after evacuating the building when
the alarm sounds.
When caregivers enforce drills but haven’t internalized the reasons for
this practice, they may fail to communicate that it’s important to
respond when the alarm sounds, to get outside, and stay out until it’s
safe to return. When safety becomes tedious routine, indifference can be
the greatest danger.
Yet, in the trainings that Prevention 1st has done for the Finger Lakes
Office for People With Developmental Disabilities, the Arc of Monroe,
Hillside Children’s Center and others, we have found that people
diagnosed with developmental disabilities have plenty of questions about
safety, and given an opportunity are interested and engaged in learning
and remembering important safety lessons. A critical factor is that the
person teaching these lessons, have both an understanding of and a
commitment to the goals of fire safety, with the enthusiasm needed to
engage an audience. For this reason we are regularly asked to return to
do additional trainings.
Families of people diagnosed with developmental disabilities may face a
different problem. No regulations require fire drills in a private home,
yet it is vital that every person in the household know what to do when
the smoke alarm sounds. Surveys have found that only 23% of American
households have both planned and practiced how to escape from their
home.
Most important is reinforcement of safety messages outside of drills or
regulations. Talk about safety at other times than during drills. A
recent event or something that regularly happens at a particular time of
year can be a good opportunity to reinforce good safety practices. For
example, the change in clocks at Daylight Saving time is a good time way
to introduce the subject of smoke alarms “Did you change your clock?
What else should you do when you change your clock?” (make sure your
smoke alarm is working, practice what to do if the alarm goes off).
This type of conversational education also helps to clarify the
particular needs of every person in helping them stay safe. For example,
for some individuals high sound sensitivity can make the noise of an
alarm distressing and confusing. This discourages practice, and may
delay escape in the event of a fire. The best solution will vary for
each individual: an alarm with a different type of sound, or a strobe
light rather than sound.
This informal educational technique is actually the one used at the
trainings. Prevention 1st trainers come prepared to have a conversation
rather than a formal presentation, and do most of their teaching through
answering questions, and listening to and commenting on stories people
share.
Regulations will never be the only thing required to keep people safe.
For that, Prevention 1st would like everyone to engage their minds,
their attitudes, and their actions.
To read more stories similar to this visit: www.prevention1st.org