PERSPECTIVES 25th Anniversary - Fall-Winter 2018

Dr. Pallavi Patel College of Health Care Sciences 21 1. Institute of Medicine (US) Committee on Identifying Priority Areas for Quality Im- provement; Adams K, Corrigan JM, editors. Priority Areas for National Action: Trans- forming Health Care Quality. Washington (DC): National Academies Press (US); 2003. 2. Green J, Luke A (eds). Rethinking Learning: What Counts as Learning and What Learning Counts. Review of Research in Education. Washington, D.C.: American Educational Research Association; 2006. 3. Royeen CB, Jensen GM, Harvan, RA. Leadership in Interprofessional Health Education and Practice. Sudbury, MA: Jones and Bartlett Publishers; 2009. 4. World Health Organization. Framework for Action on Interprofessional Education and Collaborative Practice. Geneva: World Health Organization; 2010. 5. Centers for Disease Control and Prevention. Facts about ASDs. cdc.gov/NCBDDD/ autism/facts.html. Accessed May 10, 2017. 6. Rimmer, JH, Yamaki K, Lowry, BM, Wang, E, Vogel, LC. (2010). Obesity and obesity- related secondary conditions in adolescents with intellectual/developmental disabilities. Journal of Intellectual Disability Research , 54: 787-794. 7. Curtin C, Anderson SE, Must A, Bandini L: The prevalence of obesity in children with autism: a secondary data analysis using nationally representative data from the National Survey of Children’s Health. BMC Pediatrics . 2010, 10 (11): 1-5. 8. MacDonald M, Esposito P, and Ulrich D. The physical activity patterns of children with autism. BMC Res Notes . 4: 422, 2011. 9. Sudha M. Srinivasan, Linda S. Pescatello, Anjana N. Bhat. Current Perspectives on Physical Activity and Exercise Recommendations for Children and Adolescents With Autism Spectrum Disorders. Physical Therapy , Volume 94, Issue 6, 1 June 2014, Pages 875–889. 10. Tovin MM and Braunius CR. Parent Perspectives on Physical Activity and the Role of Physical Therapy in Children with Autism Spectrum Disorder in Abstracts of Poster Presentations at the 2014 Section on Pediatrics Annual Conference. Pediatr Phys Ther , 26 (4): 484, 2014. 11. Lisa A. Crabtree and Barbara B. Demchick (2015). Young Adults on the Autism Spectrum: Perceived Effects of Participation in a University-Based Challenge Course Program in the Community, Occupational Therapy in Mental Health, 31:3, 253-265. 12. Strauss R, Mofidi M, Sandler ES, Williamson R 3rd, McMurtry BA, Carl LS, et al. Reflec- tive learning in community-based dental education. J Dent Educ 2003;67:1234–42. 13. Crabtree, L. (2011, July 4). Autism is lifelong: Community integration of adults on the autism spectrum. OT Practice, 16(12), 8–12. 14. Whiteford, G., & Townsend, E. (2011). Participatory occupational justice framework (POJF 2010): Enabling occupational participation and inclusion. In F. Kronenberg N. Pollard, & D. Sakellariou (Eds.), Occupational therapies without borders: Towards an ecology of occupation-based practices (Vol. 2, pp. 65–84). Philadelphia, PA: Elsevier, tandfonline.com/doi/full/10.1080/14427591.2013.775692 15. Daruwalla P, Darcy S. Personal and Societal Attitudes to Disability. Annals of Tourism Research, Vol. 32, No. 3, pp. 549–570, 2005. 16. Tervo RC, Azuma S, Palmer G, Redinius P. Medical students’ attitudes toward per- sons with disability: a comparative study. Arch Phys Med Rehabil 2002;83:1537-42. In the Fit for Friends, Fit for Life! program, faculty mentors facilitated and helped 32 students from several health professions programs to work effectively with young adults with ASD. In the fall of 2017, students participated in monthly trainings designed to provide knowledge and skills necessary to support individuals with ASD and their families or caregivers. In January 2018, each student was paired with a young adult with ASD, and the dyad worked together for 12 weekly sessions at a local park. Working collaboratively, students fostered engagement in physical activity and promoted the development of social connections and friendships. Students supervised the young adults during various fitness activities, demon- strated proper exercise technique, and reviewed home programs consisting of exercises and nutritional guidelines for a healthy lifestyle. Students connected with parents and caregivers to reiterate the home exercise plans and shared weekly successes. This program provided the students with the rare opportunity to work with the young adults and their families in the community and facilitate their participation in the natural environment. Family members, and many of the young adults, reported their enjoyment and appreciation for the program and expressed their desire for additional or extended opportunities to work with students on community engagement and fitness. ● References