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This study aimed to describe patterns of emergency department use and police interactions, as well as satisfaction with emergency services of 40 adults with autism spectrum disorder without intellectual disability over 12-18 months. Approximately 42.5% of the sample reported visiting the emergency department and 32.5% reported interactions with police during the study period. Presenting concerns for emergency department use and police interactions varied widely, highlighting the heterogeneous needs of this population. On average, participants reported being dissatisfied with care received in the emergency department while police interactions were rated relatively more favourably.

This study aimed to describe police interactions, satisfaction with police engagement, as well as examine correlates of police involvement among 284 adolescents and adults with autism spectrum disorder (ASD) followed over a 12- to 18-month period. Approximately 16% of individuals were reported to have some form of police involvement during the study period. Aggressive behaviors were the primary concern necessitating police involvement. Individuals with police involvement were more likely to be older, have a history of aggression, live outside the family home, and have parents with higher rates of caregiver strain and financial difficulty at baseline. Most parents reported being satisfied to very satisfied with their children's police encounters. Areas for future research are discussed in relation to prevention planning.

Background: Adults with Autism Spectrum Disorders (ASD) represent a small, but challenging sub-group of patients within Ontario's mental health care system. However, few studies have documented the clinical characteristics of this population and examined how such individuals differ from other psychiatric patients, with or without intellectual disabilities (ID). Method: A secondary analysis of data from the 2003 Comprehensive Assessment Projects from three psychiatric hospitals in Ontario was conducted to describe patients with ASD and ID and to determine how their profile compared to other hospital users. Results: Twenty-three patients with ASD and ID were matched on gender and patient status (inpatient/outpatient) to individuals with and without ID. Individuals with ASD and ID were similar in terms of demographics to patients with and without ID. However, individuals with ASD and ID were younger, spent more days in hospital and were less likely to have a psychotic disorder diagnosis than both patients with and without ID. Inpatients with ASD and ID were recommended for a higher level of care than hospital service users without ID. Conclusions: Clearly, this small sub-group of individuals within the hospital population has high clinical needs that are not always well met. (Contains 4 tables.)

There are few published studies on the relationship between gender and psychiatric disorders in individuals with intellectual disabilities. Adults (N = 1,971) with and without intellectual disabilities who received inpatient services for psychiatric diagnosis and clinical issues were examined. Among individuals with intellectual disabilities, women were more likely to have a diagnosis of mood disorder and sexual abuse history; men were more likely to have a substance abuse diagnosis, legal issues, and past destructive behavior. Gender difference patterns found for individuals with intellectual disabilities were similar to those of persons without intellectual disabilities, with the exception of eating disorder and psychotic disorder diagnoses. Gender issues should receive greater attention in intellectual disabilities inpatient care.

Eight males and four females with an Autism Diagnostic Interview-Revised (ADI-R) diagnosis of autism (mean age of 16.3 years) and severe intellectual disability (IQ < 40) were individually matched to controls on the basis of chronological age, gender, and nonverbal IQ. The dependent measure was the Diagnostic Assessment for the Severely Handicapped-II, which is used to screen for psychiatric and behavior disorders in lower-functioning individuals. Participants with autism showed significantly greater disturbances as measured by the Diagnostic Assessment for the Severely Handicapped-II total score and seven of 13 subscales. They also averaged 5.25 clinically significant disturbances compared with 1.25 disturbances for participants without autism. Specific vulnerabilities to anxiety, mood, sleep, organic syndromes, and stereotypies/tics were found in the participants with comorbid autism.

Testicular cancer is the most common type of cancer affecting males between 15 and 34 years of age. Men with intellectual disabilities have an increased risk of testicular cancer, often presenting late. We compared educative teaching (Teaching group) with an educative pictorial leaflet (Leaflet group) using a multi-media questionnaire to assess participants' knowledge, skills, and behaviour. Evaluation included demonstration of self-examination skills using an anatomically correct model. Adults with intellectual disabilities were involved as co-researchers at all stages from planning to writing-up the study. Both educational methods led to significant improvements in knowledge and skills, maintained 6 months after the intervention. At one-week, direct teaching had significantly greater effect on knowledge and skills than being given a leaflet. By six months improvements in knowledge, skills and behaviour were similar, without significant increase in health-related or general anxiety in either group. Young men with intellectual disabilities benefited from health education in group teaching sessions and through information provided pictorially in leaflets to read at home. This has wider implications for health promotion, where information is often withheld to avoid anxiety. [ABSTRACT FROM AUTHOR]

When individuals with intellectual and developmental disabilities engage in behaviours that challenge, their potential for full community participation, integration and quality of life is greatly compromised. Embedded in the acronym HELP (Health, Environment & Supports, Lived Experience, Psychiatric Disorder), this article describes a biopsychosocial multi-perspective understanding of these behaviours. HELP is an approach that can be embraced comfortably by all stakeholders (including individuals with intellectual and developmental disabilities and their families), empowers problem solving and has implications for effective intervention. [ABSTRACT FROM AUTHOR]