Background: Individuals with autism spectrum disorders (ASD) are characteristically deficient in social awareness and communication skills, while displaying repetitive behaviours. Because of this, integration of individuals with ASD into society is often difficult as people do not know how to respond to their atypical behaviour. Particularly in Asian cultures, this vulnerable group is often subjected to stigmatization. However, recent literature has highlighted some benefits of assistive animal intervention (AAI) for individuals with ASD, which may improve their ability for social interaction. This review examines the effects of AAI in terms of service dogs for individuals with ASD. Methods: Journal articles were identified through a systematic review on psycINFO, Pubmed, Scholars Portal and Web of Knowledge. Additional searches were conducted for inclusion of grey literature and doctoral theses in the review. Results: Of the 170 studies initially found, 7 were selected; 3 cohort studies, 3 case-control studies, and 1 cross-sectional study. Reported outcomes included increased social reciprocity, decreased behavioural problems and decreased stress in individuals with ASD. Despite these positive outcomes, they should be taken with caution, as the designs of the seven studies included in this review show methodological weaknesses, such as small sample sizes and possible information bias from data collection. Conclusions: Additional research focused on varying age groups with ASD, longitudinal studies and standardized outcome measures are required for further research. What this review suggests though is that there is a need to address social services gaps for various disability groups, not just for those with ASD. Some legislative measures are in place in Hong Kong to support the accessibility of assistance dogs in public; however, since there are so few in Hong Kong, their exposure is not enough to gain widespread acceptance. Expansion of assistance dog services to serve other disability groups may help to enhance their quality of life. / published_or_final_version / Public Health / Master / Master of Public Health

No description available.

No description available.

No description available.

Support groups are an effective source of support in a number of populations (e.g., Beaudoin & Tao, 2007; Preyde & Ardal, 2003; Singer, et al., 1999). Parents of children with autism spectrum disorders (ASD) are a particularly stressed group who can benefit from support (Blacher & McIntyre, 2006). These studies investigated: 1) predictors of participation in support groups for parents of children with ASD and 2) the effects of participation in an online support group for these parents. One hundred seventy-eight parents completed a series of online questionnaires measuring their beliefs about support groups and ASD, coping style, social support, mood, parenting stress, and their child’s autistic symptoms and daily functioning. Parents who were currently using parent support groups (PSGs) reported using more adaptive coping strategies than both parents who had never used PSGs and parents who had used PSGs in the past. Parents who had used PSGs in the past reported that they did not find the groups as beneficial as parents who were currently using them, and parents who had never participated in PSGs reported several issues with accessibility that made it difficult to participate in PSGs. A smaller group of parents (n = 36), who had participated in the first study, participated in an online support group designed for this study. An additional group of parents (n = 25), who had also completed the first study, served as a no-treatment control group. The parents in these two groups completed a subset of the questionnaires used in the first study following the 4-month support group, so that changes in mood, anxiety, parenting stress, and positive perceptions could be documented over time. No significant differences between the groups and across time were found. However, parents who participated in the group reported being satisfied with the support they received and finding the group helpful. Overall, the results of these studies suggest that interventions for parents of children with ASD need to be individualized and focused on the needs of the parents. Further research is required to investigate the efficacy of online support groups for parents of children with ASD. / Thesis (Ph.D, Psychology) -- Queen's University, 2011-06-20 10:55:21.845

Background According to the Americans with Disabilities Act, an individual with a disability has a physical or mental impairment that substantially limits one or more major life activities (ADA, 2014). A large body of literature indicates a strong relationship between disability and poor health. Adults with disabilities are more likely to suffer from chronic conditions than adults with no limitations. Thus, this vulnerable population with disabilities should be targeted for health promotion efforts. Healthy People 2020 calls for the inclusion of people with disabilities in U.S. health promotion efforts (Dixon, 2014). According to the Center for Disease Control and Prevention (CDC), individuals with disabilities that begin during the developmental period and last throughout their lifetime causing impairment in physical, learning, language, or behavior areas, are defined as having developmental disabilities (DD) (CDC, 2014). Despite the increasing prevalence of DD in the US, there is little known about the association of DD and chronic health conditions such as obesity, cancer, hypertension and diabetes mellitus. Developmental disability can impact healthy eating habits and physical activity; thus, people living with DD are a vulnerable population at risk of becoming overweight and/or obese and developing a multitude of chronic diseases. Emerging research supports an association between childhood obesity and ASD, one type of DD, documenting that the problem of overweight/obesity in children with ASD is at least as common, if not higher, than in the general pediatric population (Curtin, Anderson, Must, & Bandini, 2010). Although there are some studies that document the association of chronic diseases and intellectual disability among adults (Bhaumik, Watson, Thorp, Tyrer, & McGrother, 2008; de Winter, Bastiaanse, Hilgenkamp, Evenhuis, & Echteld, 2012b; de Winter, Magilsen, van Alfen, Penning, & Evenhuis, 2009; Melville, Hamilton, Hankey, Miller, & Boyle, 2007; Morin, Merineau-Cote, Ouellette-Kuntz, Tasse, & Kerr, 2012; Reichard & Stolzle, 2011; Rimmer & Wang, 2005), limited research has examined whether adults diagnosed with DD are more likely to become obese or have other chronic diseases. This is increasingly important as most recent data suggest that approximately 1 in 6 children in the U.S. have been diagnosed with a DD, ranging from mild disabilities such as speech and language impairments to more pervasive DDs, such as intellectual disability, cerebral palsy, and autism spectrum disorder (ASD) (CDC, 2014). Based on the paucity of research examining the relationship between DDs, including ASD, and chronic diseases that emerge during adolescence and adulthood, the purpose of this study is to examine these relationships, and to provide information about the health status of children and adolescents with DDs as they transition into adulthood. In order to achieve this purpose, an evaluation project was adopted that examined a health promotion program for adults with DDs that aimed to improve or maintain current health status, increase knowledge about healthy food and exercise choices and improve overall health behavior of adults with DDs.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 27-29). Also available online.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 61-66). Also available online.

Thesis (M.A.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.

This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.