The behaviour of children with special needs : effects of animal-assisted activities
The behaviour of children with special needs : effects of animal-assisted activities
The effects of animal-assisted activities (AAA) on the behaviour of children and young adults with special needs have been recorded, and compared with the effects of similar activities that did not involve a live animal. With the exception of one study of children with Cerebral Palsy, all participants attended special schools, residential centres or day centres for those with severe learning disabilities, and several had been more specifically diagnosed as also suffering from autism or Down's syndrome. Several experimental designs were employed in order to establish the value of different methods of AAA and to assess possible influences of methodology on the detection of both general and individual-specific effects.
In the first study interactive behaviours displayed during AAA were found to be qualitatively and quantitatively different when compared with other activities directed by the same adult. Specifically, the real dog increased appropriate responses and initiations about itself and reduced levels of ignoring the adult that was guiding activities compared to an imitation (toy) dog of similar appearance. In a second study cooperative behaviour during educational tasks was enhanced through dog involvement compared to standard educational tools, and the level of dog involvement was thought to be a factor in differences between activities. High levels of dog involvement were also found to encourage children with Cerebral Palsy to perform physical exercises, but the use of the dog as a reward was less effective.
Five single-case research studies supported the findings of the first two studies, and provided additional information describing idiosyncratic reactions to AAA. Specific behaviours, identified as needing to be encouraged or reduced prior to the study were to a large extent successfully targeted through individually designed programmes. Some individuals appeared to benefit more than others; additionally withdrawal of dog sessions was identified as a potential source of stress for the participants. Cooperative and appropriate behaviour was enhanced for all participants and some problem behaviours (where apparent) were reduced. General effects of cooperation and responding to the adults directing the activities, were shown through increases in physical and/or communicative responses.
University of Southampton
Limond, Jennifer Alison
65363d9d-bc91-4c52-ac5d-26628cdebf35
1998
Limond, Jennifer Alison
65363d9d-bc91-4c52-ac5d-26628cdebf35
Limond, Jennifer Alison
(1998)
The behaviour of children with special needs : effects of animal-assisted activities.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The effects of animal-assisted activities (AAA) on the behaviour of children and young adults with special needs have been recorded, and compared with the effects of similar activities that did not involve a live animal. With the exception of one study of children with Cerebral Palsy, all participants attended special schools, residential centres or day centres for those with severe learning disabilities, and several had been more specifically diagnosed as also suffering from autism or Down's syndrome. Several experimental designs were employed in order to establish the value of different methods of AAA and to assess possible influences of methodology on the detection of both general and individual-specific effects.
In the first study interactive behaviours displayed during AAA were found to be qualitatively and quantitatively different when compared with other activities directed by the same adult. Specifically, the real dog increased appropriate responses and initiations about itself and reduced levels of ignoring the adult that was guiding activities compared to an imitation (toy) dog of similar appearance. In a second study cooperative behaviour during educational tasks was enhanced through dog involvement compared to standard educational tools, and the level of dog involvement was thought to be a factor in differences between activities. High levels of dog involvement were also found to encourage children with Cerebral Palsy to perform physical exercises, but the use of the dog as a reward was less effective.
Five single-case research studies supported the findings of the first two studies, and provided additional information describing idiosyncratic reactions to AAA. Specific behaviours, identified as needing to be encouraged or reduced prior to the study were to a large extent successfully targeted through individually designed programmes. Some individuals appeared to benefit more than others; additionally withdrawal of dog sessions was identified as a potential source of stress for the participants. Cooperative and appropriate behaviour was enhanced for all participants and some problem behaviours (where apparent) were reduced. General effects of cooperation and responding to the adults directing the activities, were shown through increases in physical and/or communicative responses.
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Published date: 1998
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Local EPrints ID: 463460
URI: http://eprints.soton.ac.uk/id/eprint/463460
PURE UUID: 7f8c9a5b-a52c-4961-ba1a-2509d52b40b2
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Date deposited: 04 Jul 2022 20:52
Last modified: 16 Mar 2024 19:04
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Author:
Jennifer Alison Limond
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