The aim of the case study was the evaluation of the effect of Animal-assisted education (AAE) within the two children (Tobias and Emily) diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). AAE took part in a private primary school during one school year. AAE was practiced with a dog. The severity of ADHD symptoms was evaluated by the teacher using The Conners Scale: Teacher Questionnaire (Conners in American Journal of Psychiatry 126: 884–888, 1969) before and after AAE. Results of the teacher’s rating, and teacher’s and experimenter’s observation showed the beneficial effect of participation of a dog in the classroom. A decrease in the severity of ADHD symptoms, as well as the improvement in concentration, communication with teachers, and co-operation with their peers in the classroom, was observed. Based on the study results, using a dog as a part of AAE within children with ADHD appears to be a beneficial activity, and an alternative treatment method to eliminate the ADHD symptoms. However, further researches are needed to support our findings.

中文翻译：

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动物辅助教育对课堂上多动症儿童的狗的影响：案例研究

案例研究的目的是评估动物辅助教育 (AAE) 对两个被诊断患有注意力缺陷/多动障碍 (ADHD) 的儿童（托比亚斯和艾米丽）的影响。AAE 在一个学年就读于一所私立小学。AAE 是用一只狗练习的。在 AAE 前后，教师使用 Conners 量表：教师问卷（Conners in American Journal of Psychiatry 126: 884–888, 1969）评估 ADHD 症状的严重程度。教师的评分结果以及教师和实验者的观察结果表明，狗在课堂上的参与是有益的。观察到 ADHD 症状的严重程度有所降低，注意力、与老师的沟通以及与课堂上同龄人的合作有所改善。根据研究结果，使用狗作为 ADHD 儿童 AAE 的一部分似乎是一种有益的活动，也是消除 ADHD 症状的替代治疗方法。然而，需要进一步的研究来支持我们的发现。