Skip to main content
SpringerLink
Log in

Effect of Animal Assisted Education with a Dog Within Children with ADHD in the Classroom: A Case Study

  • Published:
Child and Adolescent Social Work Journal Aims and scope Submit manuscript

A Correction to this article was published on 02 July 2021

This article has been updated

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Change history

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Book  Google Scholar 

  • Baars, S., & Wolf, F. (2011). TiergestützteTherapiebeiKognitions-und Sprachstörungen. Nervenheilkunde, 30(12), 961–966.

    Article  Google Scholar 

  • Balluerka, N., Muela, A., Amiano, N., & Caldentey, M. A. (2014). Influence of animal-assisted therapy (AAT) on the attachment representations of youth in residential care. Children and Youth Services Review, 42, 103–109.

    Article  Google Scholar 

  • Bass, M. M., Duchowny, C. A., & Llabre, M. M. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261–1267.

    Article  PubMed  Google Scholar 

  • Beetz, A. (2013). Socio-emotional correlates of a schooldog-teacher-team in the classroom. Frontiers in Psychology, 4, 886.

    Article  PubMed  PubMed Central  Google Scholar 

  • Beetz, A., Uvnäs-Moberg, K., Julius, H., & Kotrschal, K. (2012). Psychosocial and psychophysiological effects of human-animal interactions: The possible role of oxytocin. Frontiers in Psychology, 2012(3), 234.

    Google Scholar 

  • Busch, C., Tucha, L., Talarovicova, A., Fuermaier, A. B. M., Lewis-Evans, B., & Tucha, O. (2016). Animal-assisted interventions for children with attention deficit/hyperactivity disorder. Psychological Reports, 118(1), 292–331.

    Article  PubMed  Google Scholar 

  • Chitic, V., Rusu, A. S., & Szamoskozi, S. (2012). The effects of animal assisted therapy on communication and social skills: A meta-analysis. Transylvanian Journal of Psychology, 1, 2–13.

  • Conners, C. K. (1969). A teacher rating scale for use in drug studies with children. American Journal of Psychiatry, 126(6), 884–888.

    Article  PubMed  Google Scholar 

  • Danielson, M., Bitsko, R., Ghandour, R., Holbrook, J., Kogan, M., & Blumberg, S. (2018). Prevalence of parent-reported ADHD diagnosis and associated treatment among U.S. children and adolescents 2016. Journal of Clinical Child & Adolescent Psychology, 47, 199–212.

    Article  Google Scholar 

  • Duric, N., Assmus, J., Gundersen, D., & Elgen, I. (2012). Neurofeedback for the treatment of children and adolescents with ADHD: A randomized and controlled clinical trial using parental reports. BMC Psychiatry, 12, 107.

    Article  PubMed  PubMed Central  Google Scholar 

  • Epstein, J. N., Langberg, J. M., Lichtenstein, P. K., Altaye, M., Brinkman, W. B., House, K., & Stark, L. J. (2010). Attentiondeficit/hyperactivity disorder outcomes for children treated in community-based pediatric settings. Archives of Pediatrics & Adolescent Medicine, 164(2), 160.

  • Esteves, S. W., & Stokes, T. (2008). Social effects of a dog’s presence on children with disabilities. Anthrozoös, 21(1), 5–15.

    Article  Google Scholar 

  • Funahashi, A., Gruebler, A., Aoki, T., Kadone, H., & Suzuki, K. (2014). Brief report: The smiles of a child with autism spectrum disorder during an animal-assisted activity may facilitate social positive behaviors—Quantitative analysis with smile-detecting interface. Journal of Autism and Developmental Disorders, 44(3), 685–693.

    Article  PubMed  Google Scholar 

  • Gabriels, R. L., Agnew, J. A., Holt, K. D., Shoffner, A., Zhaoxing, P., Ruzzano, S., Clayton, G. H., & Mesibov, G. (2012). Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 578–588.

  • Gabriels, R. L., Pan, Z., Dechant, B., Agnew, J. A., Brim, N., & Mesibov, G. (2015). Randomized controlled trial of therapeutic horseback riding in children and adolescents with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 54(7), 541–549. https://doi.org/10.1016/j.jaac.2015.04.007

    Article  PubMed  PubMed Central  Google Scholar 

  • Garcia-Gomez, A., Risco, L. M., Rubio, J. C., Guerrero, E., & Garcia-Pena, I. M. (2014). Effects of a program of adapted therapeutic horse-riding in a group of autism spectrum disorder children. Electronic Journal of Research in Educational Psychology, 12(1), 107–128. https://doi.org/10.14204/ejrep.32.13115

    Article  Google Scholar 

  • Gee, N. R., Griffin, J. A., & McCardle, P. (2017). Human–animal interaction research in school settings: Current knowledge and future directions. Aera Open, 3(3), 2332858417724346.

    Article  Google Scholar 

  • Gee, N. R., Harris, S. L., & Johnson, K. L. (2007). The role of therapy dogs in speed and accuracy to complete motor skills tasks for preschool children. Anthrozoös, 20(4), 375–386.

    Article  Google Scholar 

  • Hart, K., Fabiano, G., Evans, S., Manos, M., Hannah, J., & Vujnovic, R. (2017). Elementary and middle school teachers’ self-reported use of positive behavioral supports for children with ADHD: A national survey. Journal of Emotional and Behavioral Disorders, 25(4), 246–256.

    Article  Google Scholar 

  • Hoffmann, A. O., Lee, A. H., Wertenauer, F., Ricken, R., Jansen, J. J., Gallinat, J., & Lang, U. E. (2009). Dog-assisted intervention significantly reduces anxiety in hospitalized patients with major depression. European Journal of Integrative Medicine, 1(3), 145–148.

    Article  Google Scholar 

  • Horowitz, S. (2010). Animal-assisted therapy for inpatients: Tapping the unique healing power of the human–animal bond. Alternative and Complementary Therapies, 16, 339–343.

    Article  Google Scholar 

  • Kelly, M., & Cozzolino, C. (2015). Helping at-risk youth overcome trauma and substance abuse through animal-assisted therapy. Contemporary Justice Review, 18, 421–434.

    Article  Google Scholar 

  • Kotrschal, K., & Ortbauer, B. (2003). Behavioral effects of the presence of a dog in a classroom. Anthrozoös, 16(2), 147–159.

    Article  Google Scholar 

  • Langberg, J. M., & Becker, S. P. (2012). Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder? Clinical Child and Family Psychology Review, 15, 215–233.

    Article  PubMed  Google Scholar 

  • Lange, A. M., Cox, J. A., Bernert, D. J., & Jenkins, C. D. (2007). Is counseling going to the dogs? An exploratory study related to the inclusion of an animal in group counseling with adolescents. Journal of Creativity in Mental Health, 2(2), 17–31.

    Article  Google Scholar 

  • Leuzinger-Bohleber, M. (2010). Psychoanalytic preventions/ interventions and playing “rough-and-tumble” games: Alternatives to medical treatments of children suffering from ADHD. International Journal of Applied Psychoanalytic Studies, 7(4), 332–338.

    Article  Google Scholar 

  • Machová, K., Kejdanová, P., Bajtlerová, I., Procházková, R., Svobodová, I., & Mezian, K. (2018). Canine-assisted speech therapy for children with communication impairments: A randomized controlled trial. Anthrozoos, 31(5), 587–598.

    Article  Google Scholar 

  • Martínez, L., Prada, E., Satler, C., Tavares, M. C., & Tomaz, C. (2016). Executive dysfunctions: The role in attention deficit hyperactivity and post-traumatic stress neuropsychiatric disorders. Frontiers in Psychology, 7, 1230.

    Article  PubMed  PubMed Central  Google Scholar 

  • Mautone, J., Lefler, E., & Power, T. (2011). Promoting family and school success for children with ADHD: Strengthening relationships while building skills. Theory into Practice, 50, 43–51.

    Article  PubMed  PubMed Central  Google Scholar 

  • Mrug, S., Molina, B. S. G., Hoza, B., Gerdes, A. C., Hinshaw, S. P., Hechtman, L., & Arnold, L. E. (2012). Peer rejection and friendships in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40, 1013–1026.

    Article  PubMed  PubMed Central  Google Scholar 

  • Murry, F. R., & Allen, M. T. (2012). Positive behavioral impact of reptile-assisted support on the internalizing and externalizing behaviors of female children with emotional disturbance. Anthrozoös, 25(4), 415–425.

    Article  Google Scholar 

  • O’Haire, M. E. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review. Journal of Autism and Developmental Disorders, 43(7), 1606–1622.

    Article  PubMed  Google Scholar 

  • O’Haire, M. E., McKenzie, S. J., McCune, S., & Slaughter, V. (2014). Effects of classroom animal-assisted activities on social functioning in children with autism spectrum disorder. The Journal of Alternative and Complementary Medicine, 20, 162–168.

    Article  PubMed  PubMed Central  Google Scholar 

  • Prothmann, A., Albrecht, K., Dietrich, S., Hornfeck, U., Stieber, S., & Ettrich, C. (2005). Analysis of child—Dog play behavior in child psychiatry. Anthrozoös, 18(1), 43–58.

    Article  Google Scholar 

  • Schuck, S. E. B., Emmerson, N. A., Fine, A. H., & Lakes, K. D. (2013). Canine-assisted therapy for children with ADHD. Journal of Attention Disorders, 19(2), 125–137.

    Article  PubMed  PubMed Central  Google Scholar 

  • Schuck, S. E. B., Emmerson, N. A., Fine, A. H., & Lakes, K. D. (2015). Canine-assisted therapy for children with ADHD: Preliminary findings from the positive assertive cooperative kids study. Journal of Attention Disorders, 19(2), 125–137.

    Article  PubMed  Google Scholar 

  • Schuck, S. E. B., Johnson, H. L., Abdullah, M. M., Stehli, A., Fine, A. H., & Lakes, K. D. (2018). The role of animal assisted intervention on improving self-esteem in children with attention deficit/hyperactivity disorder. Frontiers in Pediatrics, 6, 00300.

    Article  Google Scholar 

  • Susan, D., & Myers, M. (2008). Parental attitudes and involvement in psychopharmacological treatment for ADHD: A conceptual model. International Review of Psychiatry, 20, 135–141.

    Article  Google Scholar 

  • Swanson, J. M., Baler, R. D., & Volkow, N. D. (2011). Understanding the effects of stimulant medications on cognition in individuals with attention-deficit hyperactivity disorder: A decade of progress. Neuropsychopharmacology, 36, 207–226.

    Article  PubMed  Google Scholar 

  • Swartz, L., Le Roux, M., & Swart, E. (2015). Die effekvan’ntroeteldier-ondersteundeleesprogram op woordherkenningsvaardighede van graad 3-kinders: Navorsings-en oorsigartikel. TydskrifvirGeesteswetenskappe, 55(2), 289–303.

    Google Scholar 

  • Tissen, I., Hergovich, A., & Spiel, C. (2007). School-based social training with and without dogs: Evaluation of their effectiveness. Anthrozoös, 20(4), 365–373.

    Article  Google Scholar 

  • Wilkes-Gillan, S., Bundy, A., Cordier, R., Lincoln, M., & Chen, Y. W. (2016). A randomized controlled trial of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder (ADHD). PLoS ONE, 11(8), e0160558.

    Article  PubMed  PubMed Central  Google Scholar 

  • Wohlfarth, R., Mutschler, B., Beetz, A., Kreuser, F., & Korsten-Reck, U. (2013). Dogs motivate obese children for physical activity: Key elements of a motivational theory of animal-assisted interventions. Frontiers in Psychology, 4, 796.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Acknowledgements

This study is a result of the research project Nr. LO1611 with a financial support from the MEYS under the NPU I program. This study was also supported by the Research centre of Charles University, programme Progress = C4 = 8D. Q 06/LF1 = 20. Thanks to Ing. Petra Eretová for the help with manuscript preparation.

Funding

The authors have no funding to report.

Author information

Authors and Affiliations

  1. Department of Applied Neuroscience and Neuroimaging, National Institute of Mental Health, 25067, Klecany, Czech Republic

    Veronika Juríčková

  2. First Faculty of Medicine, Charles University, 12108, Prague, Czech Republic

    Veronika Juríčková

  3. Private Elementary School and Kindergarten Adélka, Mašovice, Domazlice, Czech Republic

    Adéla Bozděchová

  4. Department of Ethology and Companion Animal Science, Faculty of Agrobiology, Food and Natural Resources, Czech University of Life Sciences, Kamýcká 129, 16521, Prague, Czech Republic

    Kristýna Machová & Mariana Vadroňová

Authors
  1. Veronika Juríčková
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Adéla Bozděchová
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kristýna Machová
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Mariana Vadroňová
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kristýna Machová.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

In accordance with Springer policy and ethical obligation as researchers, we report that we have no financial and/or business interests that may be affected by the research reported in the enclosed paper.

Research Involving Human and Animal Rights

In our study, an animal is included and the work with it has been authorized and based on the determination of the Ethical Board of the Czech University of Life sciences. This provision is not an attempt and all animal welfare have been followed. The study was approved by the Institutional Review Board of the Czech University of Life Sciences Prague

Informed Consent

Informed consent was obtained from parents on behalf of the children enrolled in the study and all children were asked about their preference for the potential presence of the dog during the therapeutic sessions before the enrollment. Both the school management and parents agreed to involve the dog in the class. The dog was involved in teaching in previous years and attended regularly. In this particular year, two students were selected for whom the effect of the dog‘s presence was described and the parents agreed to publish the results.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Juríčková, V., Bozděchová, A., Machová, K. et al. Effect of Animal Assisted Education with a Dog Within Children with ADHD in the Classroom: A Case Study. Child Adolesc Soc Work J 37, 677–684 (2020). https://doi.org/10.1007/s10560-020-00716-x

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10560-020-00716-x

Keywords

Search

Navigation