Effects of Classroom Animal-Assisted Activities on Social Functioning in Children with Autism Spectrum Disorder

Abstract

Objective: The objective of this study was to implement and evaluate a classroom-based Animal-Assisted Activities (AAA) program on social functioning in children with autism spectrum disorder (ASD). Design: This was a multisite, control-to-intervention design study. Settings/location: The study was conducted in 41 classrooms in 15 schools in Brisbane, Australia. Subjects: Sixty-four (64) 5-to 12-year-old children diagnosed with ASD comprised the study group. Intervention: The AAA program consisted of 8 weeks of animal exposure in the school classroom in addition to 16 20-minute animal-interaction sessions. Outcome measures: Teacher-and parent-reported child behavior and social functioning were assessed through standardized instruments at three time points: upon study entry (Time 1), after an 8-week waiting period during the week prior to the AAA program (Time 2), and during the week following the 8-week AAA program (Time 3). Results: Significant improvements were identified in social functioning, including increases in social approach behaviors and social skills, and decreases in social withdrawal behaviors, from before to after the AAA program, but not during the waitlist period. Over half of parents also reported that participants demonstrated an increased interest in attending school during the program. Conclusions: Results demonstrate the feasibility and potential efficacy of a new classroom-based AnimalAssisted Activities model, which may provide a relatively simple and cost-effective means of helping educators and families to improve the social functioning of children with ASD.

Animals in Educational Settings

“…From 2009 to 2014 there has been a significant increase in the quantity and rigor of empirical studies of HAI and support animal-assisted practices for a wide variety of child populations (e.g., Gabriels et al, 2012;Gee, Belcher, et al, 2012;Hession et al, 2014;O'Haire, McKenzie, McCune, & Slaughter, 2014;Pendry, Carr, Smith, & Roeter, 2014;Schuck et al, 2013). Unfortunately, there has been little systematic study of the safety and feasibility of applying these interventions across settings and populations.…”

The Roles of Animals for Individuals with Autism Spectrum Disorder

“…After 8 weeks of the animals living in the classroom, parents and teachers reported substantial increases in social skills and social functioning among children with ASD (O'Haire, McKenzie, McCune, & Slaughter, 2014). One such study examined the inclusion of guinea pigs in elementary school classrooms.…”

Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom

“…One typically-developing participant moved interstate in the middle of the study, making the total sample size n = 127. Results for children with ASD ( n = 64) are reported elsewhere (O’Haire et al in press). Inclusion criteria for typically-developing children were: (a) full-time enrollment in a regular education classroom; (b) consent from the child’s school principal, classroom teacher, and parent/guardian to participate in the program; and (c) no prior parent-reported history of animal abuse or animal phobia.…”