There are three basic ways [to use a dog to work with autistic children], one is just to be companion person and I'm thinking now more of autistic kids not somebody in a wheelchair or the dog belongs to a therapist and then it's used as an ice breaker to get the kid talking and get the kid interacting.

What I've tried to do is combine both my personal experiences with scientific research. I like to cross the divide between the personal world and the scientific world.

In a dog social cue from a master can override where he saw the being placed. That won’t happen unless we have bred a social in tune animal, that’s what a dog is. That’s why they got so much trouble with separation anxiety – you leave them home alone and they’re chewing up the house and stuff. A lot of dogs don’t handle being home alone very well.

We owe them [animals] a decent life and a decent death, and their lives should be as low-stress as possible. That's my job. I wish animals could have more than just a low-stress life and a quick, painless death. I wish animals could have a good life, too, with something useful to do. People were animals, too, once, and when we turned into human beings we gave something up. Being close to animals brings some of it back.

I tend to be much more in the present and my emotions are simpler. I can be happy, I can be sad, I can be depressed, but there's a complexity that I don't have. I don't brood the same way. Fear is my main emotion.

There is three different ways that autistic kids will interact with animals.And they also need to make sure that they're not getting too rough with their animals - they need to learn how to pet the dog properly, they can't be pulling its ears and things like that.

I think one of the worst things schools have done is taken out all of the stuff like art, music, woodworking, sewing, cooking, welding, auto-shop. All these things you can turn into careers. How can you get interested in these careers if you don't try them on a little bit?