Relevant bibliographies by topics / Children-animal interaction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Children-animal interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children-animal interaction"

1

MyersOlin, Eugene. "Child-Animal Interaction: Nonverbal Dimensions." Society & Animals 4, no. 1 (1996): 19–35. http://dx.doi.org/10.1163/156853096x00025.

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AbstractExamples of child-animal interactions from a year-long ethnographic study of preschoolers are examined in terms of their basic nonverbal processes and features. The contingency of interactions, the nonhuman animal's body, its patterns of arousal, and the history of child-animal interactions played important roles in determining the course of interactions. Also, the children flexibly accommodated their interactive capacities to the differences in these features which the animals presented. Corresponding to these observable features of interaction, we argue that children respond to variations in animals' agency, coherence, affectivity, and continuity. Recent research shows infants also respond to these dimensions in interactants. The implications are that for the young child, animals are social others that present intrinsically engaging degrees of discrepancy from human social others; and that the child's sense of self takes shape in the available interspecies community. Interacting with animals may be more primary than human-centered factors (such as cultural meanings, anthropomorphism, social facilitation, or psychodynamic processes) in the child's experience and developing understanding of self and animal other. Implications for the theories of social development are discussed.
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Grandgeorge, Marine, Elodie Dubois, Zarrin Alavi, Yannig Bourreau, and Martine Hausberger. "Do Animals Perceive Human Developmental Disabilities? Guinea Pigs’ Behaviour with Children with Autism Spectrum Disorders and Children with Typical Development. A Pilot Study." Animals 9, no. 8 (August 2, 2019): 522. http://dx.doi.org/10.3390/ani9080522.

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Some cues used by humans and animals during human-animal interactions may have significant effects, modulating these interactions (e.g., gaze direction, heart rate). This study aimed to determine whether an animal in human-animal interactions is capable of “perceiving” its human partner’s potential developmental “disabilities”. To test this hypothesis, we studied guinea pigs (GP) behaviours in the presence of 44 6-to-12-year-old children with either typical development (TD children) or with autism spectrum disorders (ASD children). Thus, we recorded the GP behaviours during the entire session (to establish their time budget) and focused in particular on the onset and end of physical interactions. The GP behaviours (e.g., feeding, resting, self-grooming, exploring) were not significantly different between the two groups of children during the whole session. GP behaviours in the presence of children differed slightly when encountering ASD children versus TD children: more positive behaviours toward ASD children at the onset, more feeding and resting in the presence of TD children toward the end of an interaction. TD children showed longer-lasting interactions. One could explain this by GP curiosity toward ASD children behaviours (e.g., no marked behaviours such as attempts to touch), whereas GPs seemed calmer at the end with TD children (i.e., interacting with ASD children may be a little stressful). This partly gave support to our study’s hypothesis. GPs seemed to perceive developmental disabilities during a first encounter with children and to adjust their behaviours to that of children. We discuss the issues of animal training, animals’ well-being and acute stress, whether they are pets or used in animal-assisted interventions. Further studies (on pets or animal-assisted interventions) are warranted.
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Grandgeorge, Marine, Michel Deleau, Eric Lemonnier, Sylvie Tordjman, and Martine Hausberger. "Children with autism encounter an unfamiliar pet." Interaction Studies 13, no. 2 (May 7, 2012): 165–88. http://dx.doi.org/10.1075/is.13.2.02gra.

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Autistic disorders are characterized by deficits in social interactions and communication, strong aversion or non-response to social stimuli. However, these children are often reported to develop strong bonds with companion animals. We hypothesized that children with autism (CAD) would present different behavioural profiles when encountering an unfamiliar animal in a Strange Animal Situation close-to-life test. Twenty seven CAD were compared to 59 children with typical development (CTD). Our results. revealed similarities in the behaviour of both groups of children as well as patterns specific to the CAD (e.g. attracted by humans). Different profiles emerged depending on everyday living conditions. This study constitutes, to our knowledge, the first clear description of how children with autism react when encountering an unfamiliar animal and one of the first direct comparisons between CAD and CTD using a naturalistic but standardized setting. Keywords: autism; animal; profile; interaction; ethology
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Carlisle, Gretchen K., Rebecca A. Johnson, Ze Wang, Timothy C. Brosi, Emily M. Rife, and Alisa Hutchison. "Exploring Human–Companion Animal Interaction in Families of Children with Autism." Journal of Autism and Developmental Disorders 50, no. 8 (March 4, 2020): 2793–805. http://dx.doi.org/10.1007/s10803-020-04390-x.

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Gleason, Jean Berko. "Parent-Child Interaction and Lexical Acquisition in two Domains: Color Words and Animal Names." Psychology of Language and Communication 18, no. 3 (November 1, 2014): 204–10. http://dx.doi.org/10.2478/plc-2014-0014.

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ABSTRACT This paper explores young children’s and parents’ use of color words and animal names in two published studies. The aim is to compare the ranges and kinds of these words in parentchild interaction and to consider the implications of these findings for our understanding of early lexical development. Color term data were drawn from the Gleason corpus in CHILDES: 12 boys and 12 girls ranging in age from 25-62 months, and their parents. Results showed that parents used and emphasized only the same 10 most basic colors, with many teaching episodes. Parents’ most frequent terms, red, blue, and green were also children’s most frequent terms and are the ones acquired earliest according to MacArthur Bates lexical norms. In the second study CLAN programs were used to identify animal names in corpora from a variety of families in CHILDES, with 44 children ranging in age from 1;6-6;2. Children and parents produced a remarkable number and range of animal terms, with individual preschoolers naming as many as 96 different, often rare, animals, such as crocodile and pelican. Parents and children thus attend to the same limited set of basic color terms. By contrast, biophilia, our shared human love of the living world is reflected in children’s extensive animal lexicon.
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Lobato Rincón, Luis Lucio, Beatriz Rivera Martín, María Ángeles Medina Sánchez, Santos Villafaina, Eugenio Merellano-Navarro, and Daniel Collado-Mateo. "Effects of Dog-Assisted Education on Physical and Communicative Skills in Children with Severe and Multiple Disabilities: A Pilot Study." Animals 11, no. 6 (June 10, 2021): 1741. http://dx.doi.org/10.3390/ani11061741.

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Animal-assisted interventions have shown promising benefits in different populations such as children with cerebral palsy or autism spectrum disorder. Human–animal interaction leads to different physical, cognitive, and emotional benefits in the child. The aim of the current pilot study was to evaluate the effects of a dog-assisted education program on the postural, oculomotor, linguistic and autonomy dimensions in children affected by severe and multiple disabilities. Fourteen children aged 3–12 years and affected by intellectual and physical disabilities participated in a dog-assisted program consisted of 12 sessions. The intervention involved different types of activities, exercises, and games with the dogs. A strict protocol to ensure animal wellbeing and avoid any type of stress or fatigue was followed. Children who participated in the study improved their postural control, eye-motor coordination, expression of sensations and feelings, spontaneous interaction, autonomy, and confidence. However, these results must be taken with caution due to the lack of a control group and the heterogeneity of the participants.
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Germone, Monique M., Robin L. Gabriels, Noémie A. Guérin, Zhaoxing Pan, Tiffany Banks, and Marguerite E. O’Haire. "Animal-assisted activity improves social behaviors in psychiatrically hospitalized youth with autism." Autism 23, no. 7 (February 28, 2019): 1740–51. http://dx.doi.org/10.1177/1362361319827411.

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There is preliminary research suggesting that animal-assisted activities can improve social interactions of children with autism spectrum disorder. This pilot study sought to investigate the benefits of animal-assisted activities with dogs and psychiatrically hospitalized youth with autism spectrum disorder. Participants were recruited from a specialized inpatient psychiatric hospital unit for youth with autism spectrum disorder and other developmental disabilities. Utilizing a crossover design, participants served as their own control by engaging in two 10-min conditions: an experimental dog and handler interaction (animal-assisted activities) and a novel toy and handler control (control). Of the 142 youth aged 6-–8 years screened for participation, 47 completed both conditions. Participants’ behavioral data were captured via video and coded using the Observation of Human-Animal Interaction for Research, a tool specifically developed to capture human behavioral interactions in the presence of animals. Overall, social-communication behaviors significantly improved in the animal-assisted activities experimental condition compared to the control condition ( p = 0.0001). Specifically, participants in the animal-assisted activities experimental condition displayed more positive emotional facial expressions ( p ⩽ 0.0001), talking ( p = 0.0408), use of gestures ( p = 0.032), and looking at both adults and peers ( p ⩽ 0.0001). In addition, a higher frequency of constant motion ( p = 0.003) was observed in the animal-assisted activities experimental condition. Results suggest that animal-assisted activities with a dog may promote social-communication behaviors in psychiatrically hospitalized youth with autism spectrum disorder. Given the fact that social and communication behaviors can facilitate treatment engagement for this population, we recommend future studies examine how such improvements can positively affect the psychiatric treatment of this population.
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Reed, Reiley, Lilian Ferrer, and Natalia Villegas. "Natural healers: a review of animal assisted therapy and activities as complementary treatment for chronic conditions." Revista Latino-Americana de Enfermagem 20, no. 3 (June 2012): 612–18. http://dx.doi.org/10.1590/s0104-11692012000300025.

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The primary objective of this review is to synthesize the existing literature on the use of animal-assisted therapy and activity (AAT/A) as complementary treatment among people living with chronic disease and to discuss the possible application of this practice among children living with HIV. Relevant databases were searched between March 10 and April 11, 2011, using the words: animal assisted therapy or treatment and chronic conditions or diseases. Thirty-one articles were found and 18 followed the inclusion and exclusion criteria. Research suggests that AAT/A is effective for different patient profiles, particularly children. Interaction with dogs has been found to increase positive behaviors, such as sensitivity and focus, in children with social disabilities. Decreased levels of pain have also been reported among child patients as a result of AAT/A. More research should be done in the area of children living with chronic diseases that require strict adherence to treatment, such as HIV, and on AAT/A's prospective use as an educational tool to teach children about the importance of self-care for their medical conditions.
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Field, Andy P., Jess E. Ball, Nicola J. Kawycz, and Harriett Moore. "Parent-Child Relationships and the Verbal Information Pathway to Fear in Children: Two Preliminary Experiments." Behavioural and Cognitive Psychotherapy 35, no. 4 (May 23, 2007): 473–86. http://dx.doi.org/10.1017/s1352465807003736.

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Parenting styles and the parent-child bond are associated with anxiety in children. Despite this association, little is known about the mechanism through which parenting has its effect. One possibility is that parenting interacts with other known pathways to fear. Two experiments are reported that look at the interaction between parenting styles and parent-child relationships and the verbal information pathway to fear. In Experiment 1, a punitive maternal parenting style was found to interact with the effect of threat information about a novel animal in 6–9-year-old children. Maternal warmth, neglect, overprotection and accurate monitoring were not found to have a significant effect. Experiment 2 showed that children reporting a greater number of negative interactions with their fathers had greater increases in fear beliefs about novel animals after both threat and no information. The quality of mother-child relationships did not significantly interact with the verbal information pathway. These experiments offer preliminary evidence that parenting practices influence how children react to negative information, which offers some insight into the potential causes of the association between parenting and anxiety in children.
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Grigore, Andreea A., and Alina S. Rusu. "Interaction with a Therapy Dog Enhances the Effects of Social Story Method in Autistic Children." Society & Animals 22, no. 3 (April 22, 2014): 241–61. http://dx.doi.org/10.1163/15685306-12341326.

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Abstract This study explored the effects of a combination between two methods that have proved to enhance the social abilities of autistic children—Social Story and Animal Assisted Therapy. The main hypothesis of this investigation was that a naturally enriched social environment (i.e., the presence of a therapy dog) improves the effectiveness of Social Story method. Two social skills were targeted: (1) the ability to greet a social partner and (2) the ability to introduce oneself to a social partner, by using a standard single-subject research design. Three preschool autistic children were included in the study. The dependent variables were the frequency of the appropriate social interactions relevant to the target social skill, the level of prompt needed to provide the expected social response, and the frequency of social initiations. The presence of the therapy dog while reading the social story increased the frequency of social initiations and decreased the level of social prompt needed to elicit social responses from children with autism.
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Dissertations / Theses on the topic "Children-animal interaction"

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Friedrich, Jennifer Ann. "The Role of Animal-Assisted Interventions in Communication Skills of Children With Autism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6203.

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Many children with autism spectrum disorder (ASD) have difficulties with social communication and prosocial behaviors. Due to a lack of social communication and social interaction skills among children with ASD, special education teachers are tasked with providing meaningful social opportunities to them to facilitate their learning of these skills. Special education literature lacks research studies about how dog-based animal-assisted interventions (AAI) can improve social communication outcomes for children in a school setting. The purpose of this qualitative exploratory case study, guided by Bowlby's theory of attachment and the human-animal bond concept, was to explore, describe, and improve the understanding of how elementary teachers use dog-based AAI programs in their classrooms to facilitate social communication skill development for students with ASD. Data were collected through individual interviews of 10 elementary teachers and child-study team members who used AAI programs within their buildings. Data were openly coded using thematic analysis. Key findings of the study revealed that a therapy dog could act as a stimulus for social interactions as well as facilitate students' social interaction participation. The results also indicated the importance of the teacher's role in implementing AAI programs that target social communication skills. This study may contribute to the field of special education practice by promoting the implementation of more AAI programs in educational settings, not just for students with ASD, but also potentially for the whole school community.
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Bolin, Saima. "Barns sociala lärande i interaktion med djur : En studie om förskolebarns sociala samspel i samband med djurkontakt." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43716.

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The purpose of this work is to study children’s social interaction with animals and if it could be affected to any possible connections to interaction with animals, linked to a socio-cultural perspective. This survey was conducted by a kind of a case study. Interviews were conducted with two teachers where the answers then was analyzed and compared with observations. The results are discussed from the perspective of the sociocultural theory of children's learning, their development and previous research on children's interactions with animals.   Scientific research with children and animals show that their relationship affects the child's development positively. This was made visible not only to children, but humans have a natural attraction to animals and which social relationships provide an expression of social learning in humans. Results from interviews and observations of this study indicate that children more easily create an understanding of his fellow human beings and that empathy is strengthened amongst the children because of their relationships with the animals.
Syftet med denna undersökning är att synliggöra barns sociala samspel och ifall det kan påverkas genom interaktion med djur, sett ur ett sociokulturellt perspektiv. Denna undersökning genomfördes genom något som kan kallas för en fallstudie. Intervjuer har genomförts med två pedagoger där svaren sedan analyserats och jämförts i relation till observationer. Resultaten diskuterades i relation till den valda sociokulturella teorin om barns lärande, deras utveckling samt tidigare forskning om barns interaktion med djur. Studier med barn och djur visar på att deras relation påverkar barns utveckling positivt. Dessa synliggjordes att inte bara barn, utan människan har en naturlig dragning till djur och där sociala relationer ger ett uttryck för socialt lärande hos människan. Resultat från denna studies intervjuer och observationer tyder på att barn lättare skapar en förståelse för sina medmänniskor och att empatin stärks barnen emellan på grund av deras relationer till djuren.
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Sundin, Sanna. "Djur i interaktion med barns lärande : En studie om samband mellan barns lärande och deras umgänge med djur." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2332.

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Syftet med den här studien syftar till att synliggöra möjliga samband mellan barns umgänge med djur och barnets lärande i ett sociokulturellt perspektiv.

Genom litteraturstudier analyserades vilka faktorer som påverkar barns utveckling och lärande. Vidare genomfördes en enkätundersökning i 2 klasser i år 6, vilket visade enskilda elevers kontakt med djur. Detta jämfördes med bedömningar av varje elevs lärande, gjorda av en lärare i teoretiska ämnen och en lärare i sociala och motoriska ämnen.

Resultaten diskuterades utifrån teorier om lärande, barns umgänge med djur samt barns behov att utvecklas psykologiskt, kognitivt och socialt. Genom teorin synliggjordes att barn tillsammans med djur har bättre chanser att erhålla ett starkt självförtroende, samt att de blir vana vid ansvar. Vidare bidrar umgänget med djur till fler kommunikativa situationer samt att barns hälsa främjas. Studier om barns behov visade att dessa fördelar i umgänget med djur torde göra att barns utveckling gagnas.

Resultat från analysen av enkäterna tillsammans med bedömningarna från lärarna, visar samband som tyder på att tiden barn tillbringar med djur skulle kunna påverka barns lärande positivt.


The purpose of this work is to show possible connections between children’s interaction with animals and the child’s learning in a sociocultural perspective.

Through literature studies proceeded analyses about what issues affect a child’s development and learning. Furthermore was an opinion poll made to discover the pupils contact with animals in two classes in the sixth grade. This was compared with a review on each pupil’s learning, made by one teacher in theoretical subjects and one teacher in social and mobility subjects.

The result was discussed from theories about learning, children’s interaction with animals and children’s needs for psychological, cognitive and social development.

The discussion showed that children together with animals get better opportunities to develop a stronger confidence, and get used to responsibility. It also showed that the interaction with animals also contribute to more communicative situations and a better health for the child. Studies about children’s needs indicated that these advantages could have good influence on the child’s development.

The results from the opinion-polls together with the teachers reviews, interprets that pupils who engage with animals for a longer period a day could possibly show a higher grade of adequate learning than the ones who didn’t.

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Velor, Tosan. "A Low-Cost Social Companion Robot for Children with Autism Spectrum Disorder." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41428.

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Robot assisted therapy is becoming increasingly popular. Research has proven it can be of benefit to persons dealing with a variety of disorders, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and it can also provide a source of emotional support e.g. to persons living in seniors’ residences. The advancement in technology and a decrease in cost of products related to consumer electronics, computing and communication has enabled the development of more advanced social robots at a lower cost. This brings us closer to developing such tools at a price that makes them affordable to lower income individuals and families. Currently, in several cases, intensive treatment for patients with certain disorders (to the level of becoming effective) is practically not possible through the public health system due to resource limitations and a large existing backlog. Pursuing treatment through the private sector is expensive and unattainable for those with a lower income, placing them at a disadvantage. Design and effective integration of technology, such as using social robots in treatment, reduces the cost considerably, potentially making it financially accessible to lower income individuals and families in need. The Objective of the research reported in this manuscript is to design and implement a social robot that meets the low-cost criteria, while also containing the required functions to support children with ASD. The design considered contains knowledge acquired in the past through research involving the use of various types of technology for the treatment of mental and/or emotional disabilities.
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Chih, Yu Lin, and 林芝宇. "Life Interaction Based on “Caring ": The Bond between Animal-Assisted Therapy and Children with Autism." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/64947432489575398105.

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碩士
國立臺北教育大學
特殊教育學系碩士班
97
The purposes of this study is to investigate and classify the atmosphere of Animal-Assisted Therapy (AAT), the transition of 2 children with Autism, and the connection between AAT and Children with Autism. The data of this qualitative study were mainly collected from recording, observation, interviews and collecting related information from other resources. Due to the limitation on the ability of oral expression from the 2 research targets, the researcher not only recorded and observed the therapy process, but also interviewed the therapist, the dog owners, and the parents who had the most direct contact with the research targets. Combining the atmosphere of “making the kids better” in ATT with the transition of the 2 children with Autism, which showed “from ignoring to caring” and “from low motivation to paying attention”. The researcher discovered that the two-way connection of AAT and children with Autism can be observed in 3 directions: I. Leave no one out: Forming the Animal Assisted Therapy Team requires support and help in many ways. Without any one, the function of the team will be very difficult ; every child receiving the therapy are considered as individuals that are loved, unique, and important. The team expects each and every one of them to have their own progress, so none of the children with Autism shall be given up on. II. The self-fulfillment and self values incubate “caring”: The self-fulfillment and self values incubates silently, it relates to the continuation of the latter stage “caring” . III. Everything begins with “Care”: The connection of people begins with caring each other. It works the same in the ATT field. The initial care from the AAT team to children with Autism results in them taking their first steps paying attention and caring towards the dogs and the others. The researcher summed up all the information collected, and generalized the following results: I. ATT provides everyone in the field a leaning opportunity: In the process of on-site observation and classifying follow-up information, the researcher discovers that not only the children receiving therapy have progressed. All those participated in the process have gained valuable life experiences and inspirations. II. The interactions between the ATT team and children with Autism begin with “Care”: From the devotion of the ATT team, to the feedback from children after the therapy, it all begins with caring each other. At the end of the research, the researcher introspected the study according to the research process, and concluded related suggestions for Animal Assisted Therapists, teachers in Special Education and research directions for follow-up researches.
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Yorke, Janet G. "Human–animal relationships as modulators of trauma effects in children: a developmental neurobiological perspective." 2010. http://trace.tennessee.edu/utk_graddiss/765.

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Humans and animals interaction is showing promise as a way to provide complementary and alternative medicine for humans. Children have an affinity for animals that could be useful therapeutically. Emotional stress and trauma impacts the neurobiology of children, who are vulnerable given the developmental plasticity of the brain. Some research suggests that neuropeptides and neuromodulators in both humans and the animals are mutually altered through human animal interaction, resulting in the attenuation of stressful responses in both (Yorke, in press; McCabe & Albano, 2004; Uvnas-Moberg, 2009). Human or animal touch, proximity and mind body interaction has been found to contribute to trauma recovery (Brooks, 2006; Perry, 2006; Van der Kolk, 2003; Yorke, Adams & Coady, 2008). Trauma results in the release of the peptide glucocortisoid, or cortisol leading to an ongoing over-arousal of the anatomic nervous system (ANS). Kindling (sensitivity) of the brain, a result of stress, ironically makes the brain more receptive to attunement and enriched environments (Francis & Meaney, 1999; Kramer, 1993; Putnam, 2005). Attunement with others as well as enriched environments is prophylactic, contributing to resilience and normal brain development (Caldji, Diorio & Meaney, 2000; Carter, 1998; Lewis & Todd, 2007; Nelson, 2000; Shore, 2003). The empirical evidence indicates that companion animals impact humans in helpful ways (Friedmann, Katcher, Thomas, Lynch & Messent, 1983; Shiloh, S., Sorek, G., & Terkel, J., 2003; Virues-Ortega, & Bruela-Casal, 2006; Wilson, 1991; Uvnas-Moberg, 2009). Equine-human interaction in particular has demonstrated contradictory results (Bass, Duchowny & Llabre, 2009; Davis, 2009; Schultz, Remick-Barlow & Robbins, 2007). Equine-human interaction can be viewed as a kind of ‘mind body experience’ that incorporates the characteristics of affiliation and attunement into a child’s environment (Finger & Arnold, 2002). A pilot study, multiple base line, single case design of four traumatized children, eight to ten years old and four therapeutic riding horses explores the neurobiological interaction between the children and horses. It hypothesizes that there will be physiological resonance and symmetry in the responses. Some trends suggest the need for further research.
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Lee, Ping Tzu, and 李萍慈. "The Study of the Outcomes of Animal-Assisted Therapy and Group Interaction for the Children with Asperger in the Aspect of Social Interactions." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/42105173207179754539.

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碩士
國立新竹教育大學
教育心理與諮商研究所
93
The Study of the Outcomes of Animal-Assisted Therapy and Group Interaction for the Children with Asperger in the Aspect of Social Interactions Abstract The purposes of this study are:1. to realize the characteristics of social interaction behavior on the children with Asperger syndrome in free time；2.to explore the immediate, long-term effect of animal-assisted therapy and social interaction group program(AAT& SIGP) that would promote the social interaction on the children with Asperger；3. to realize the characteristics of social interaction behaviors on the children with Asperger in the AAT& SIGP. A multiple-baseline design across individuals was employed in this study. Three children with Asperger received treatement consisting of 16 units in 8 weeks, twice a week, 40 minutes a time. In quantitative research, researcher used the “observation sheet of social interaction behavior” as the researching tool, which the researcher designed. The data were analyzed with visual analysis and C statistic. In correlation, researcher used “Vineland Adaptive Behavior Scales” to analyse pre-posttest data. In qualitative research, researcher recorded and analyzed the characteristics of social interaction behaviors for the subjects in the AAT& SIGP. The findings are as followings: 1. Quantitative data: (1) The major characteristics of social interaction behavior for the children with Asperger are:(a)carry on a logical, verbal expression with peers, not self muttering (24.48%). (b)initiating him/herself into the play with peers(18.77%).(c)answering peers adequately and suitably(15.32%). (2)Result showed that the AAT& SIGP had no significant immediate effect on the children with Asperger. Subject Sen Z=1.62, p＞.05；Subject Fong Z=3.35, p＜.01； Subject Fen Z=1.39, p＞.05. (3) Result showed that the AAT& SIGP had not at all significant long-term effect on the children with Asperger. Subject Sen Z=2.37, p＜.01；Subject Fong Z=3.5, p＜.01； Subject Fen Z=2.06, p＜.05. (4)Result of” Vineland Adaptive Behavior Scales” pre-posttest data showed:(a) resource teacher and parents thought that after the AAT& SIGP, subject Sen displayed positive results, but classroom teacher thought Sen displayed negative traits.(b) resource teacher, parents and classroom teacher all agreed that subject Fong displayed positive results after the AAT& SIGP.(c) On the subject Fen, only her parents considered that after the AAT& SIGP Fen displayed positive results, but the resource and classroom teacher both thought Fen went negative. 2.Qualitative data: Social interaction behaviors of Asperger were classified into four aspects as language, behavior, emotion and cognition. In the aspect of language, subject Sen and Fong spoke scholarly language. Behavior wise, three subjects displayed low self-control in group activities. In the aspect of emotion, three subjects displayed different degrees of difficulties in expressing and receiving emotions. In the aspect of cognition, three subjects all displayed unique rationalities on different social circumstances. At last, based on the findings and the limitations of this study, some suggestions are offered for the applications of those whom are in education and guidance, and expectantly provide directions for further researches. Keywords: animal-assisted therapy；social interaction；Asperger；therapy dog
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"The role of therapy dog in facilitating social interaction for autistic children: an experimental study on animal-assisted play therapy." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075483.

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Fung, Suk Chun.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 328-337).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
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Ghai, Jessica Lee. "Animal-assisted interventions as an adjunct to ABA services with children and youth with autism spectrum disorder." Thesis, 2020. https://hdl.handle.net/2144/40937.

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While the popularity of animal-assisted interventions (AAI) continues to increase, the empirical support to justify its use is still debatable. What is also largely absent from the extant literature are large-scale examinations of clinician populations that may incorporate AAI in their practices. This survey study was conducted to examine the use, perceptions, and knowledge of animal incorporation practices incorporated into ABA services by ABA clinicians that serve children and youth with autism spectrum disorder (ASD). A total of 544 ABA clinicians within the United States completed the web-based survey instrument. Data confirmed that respondents have not only considered the incorporation of animals into ABA services, but a meaningful number have also engaged in animal incorporation practices. Dogs were the most frequently incorporated animal with intervention and animal characteristics variable across respondents. Respondents reported animal incorporation as desirable and feasible, but had generally low levels of knowledge about animal-assisted interventions. Perceptions of the effects of human-animal interactions on children and youth with ASD were overall positive. Results of this study uncovered a number of concerns related to professional implications and animal welfare.
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Books on the topic "Children-animal interaction"

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Najarro, Baltazar. Japanese Origami: Easy Origami for Kids, Fun and Interactive for Children, Animal, Flower... . Origami. Independently Published, 2020.

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Ritchie, Elspeth Cameron, Perry R. Chumley, Meg Daley Olmert, Rick A. Yount, Matthew St Laurent, and Christina Rumayor. Canines as Assistive Therapy for Treatment of PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0008.

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Canine-assisted therapies are being used increasingly both by veterans and the civilian community for mental and emotional support. During the past decade, a growing body of scientific research has provided evidence that human–animal interactions can improve social competence and reduce physiological, psychological, and behavioral effects of stress and social isolation. One meta-analysis that evaluated 49 published studies of animal-assisted therapy (AAT), used mainly to target mental health concerns, concluded that AAT is effective for medical well-being, for behavioral outcomes in adults, and for improving the therapy participation of children with autism and related disorders. The study also found that AAT was as effective as other interventions examined in comparison.
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Stoddard, Frederick J., and Robert L. Sheridan. Wound Healing and Depression. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0009.

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Depression and wound healing are bidirectional processes for adults and children consistent with the conception of depression as systemic. This systemic interaction is similar to the “bidirectional impact of mood disorder on risk for development, progression, treatment, and outcomes of medical illness” generally. And, evidence is growing that the bidirectional impact of mood disorder may be true for injuries and for trauma surgery. Animal models have provided some support that treatment of depression may improve wound healing. An established biological model for a mechanism delaying wound healing is increased cortisol secretion secondary to depression and/or stress, and impaired immune response, in addition or together with the other factors such as genetic or epigenetic risk for depression. Cellular models relate both to wound healing and to depression include cytokines, the inflammatory response (Miller et al, 2008), and cellular aging (Telgenhoff and Shroot, 2005) reflected in shorter leukocyte telomere length (LTL) (Verhoeven et al, 2016). Another model of stress impacting wound healing investigated genetic correlates—immediate early gene expression or IEG from the medial prefrontal cortex, and locomotion, in isolation-reared juvenile rats. Levine et al (2008) compared isolation reared to group reared samples, and found that, immediate gene expression in the medial prefrontal cortex (mPFC) was reduced, and behavioral hyperactivity increased, in juvenile rats with 20% burn injuries. Wound healing in the isolation reared rats was significantly impaired. They concluded that these results provide candidates for behavioral biomarkers of isolation rearing during physical injury, i.e. reduced immediate mPFC gene expression and hyperactivity. They suggested that a biomarker such as IEGs might aid in demarcating patients with resilient and adaptive responses to physical illness from those with maladaptive responses
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Book chapters on the topic "Children-animal interaction"

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Kotrschal, Kurt. "Integrative commentary I: Do companion animals support social, emotional, and cognitive development of children?" In The social neuroscience of human-animal interaction., 73–86. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14856-005.

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Rathmann, Carol M. "Forget Me Not Farm—A Haven for Children and Animals to Bond and Break the Cycle of Abuse." In Career Paths in Human-Animal Interaction for Social and Behavioral Scientists, 168–70. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429347283-61.

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McCarty, Richard. "Stress and Autism Spectrum Disorder." In Stress and Mental Disorders: Insights from Animal Models, 267–96. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190697266.003.0009.

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Animal models of autism spectrum disorder (ASD) seek to capture three of the cardinal symptoms of the disorder in affected children: deficits in social interactions, deficits in communication, and repetitive behaviors. In addition, males are more likely to develop ASD than females. The complex and variable presentation of ASD appears to involve genetic, environmental, and epigenetic contributions. The inbred BTBR mouse strain has frequently been utilized as an animal model of ASD. Other animal models have included a variety of prenatal insults, including maternal immune activation or administration of drugs that affect the developing fetus. A newer line of investigation has examined contributions of the brain-immune-gut axis in the development of symptoms of ASD in laboratory mice. Finally, the polarity change of GABAergic neurons in the cerebral cortex from excitatory to inhibitory at birth appears to be connected to the surge in oxytocin, and this key developmental process may be disrupted in children with ASD and in animal models of ASD.
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Wise, CA. "What causes AIS? Ask the genome!" In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210423.

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The most common developmental disorder of the spine is scoliosis, a rotated, lateral deformity in the shape of the spinal column. Scoliosis may be part of the clinical spectrum that is observed in many developmental disorders, but typically presents as an isolated symptom in otherwise healthy adolescent children. Adolescent idiopathic scoliosis (AIS) has defied pathogenic understanding in part due to its genetic complexity, and to the lack of well-defined animal models. The disease is also remarkable in its sexual dimorphism, where girls are at more than five times greater risk of progressive deformity than boys. Breakthroughs have come from recent genome wide association studies (GWAS) and next generation sequencing (NGS) of human AIS cohorts. Post-hoc gene set and pathway-level analyses of genetic datasets have highlighted a role for cartilage biogenesis and the development of the intervertebral disc (IVD) in disease susceptibility. Moreover, next generation sequencing in AIS families, as well as modeling in vertebrate systems, has revealed that rare deficiencies in proteins of the cartilaginous extracellular matrix (ECM) collectively contribute to AIS. Thus, as in a jigsaw puzzle, the pieces coming together from multiple biologic studies suggest that deficiencies in the structural integrity and homeostasis of spinal cartilages are culprits in AIS susceptibility. Here, we update progress in understanding the genetic, biochemical, and cellular determinants of AIS. We also suggest a molecular model in which interaction of the hormonal environment with genetic susceptibility may increase risk of this common disorder of childhood.
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Rusu, Alina S. "Constructing Healthy Experiences through Human-Animal Interactions for Autistic Children and Their Families: Implications for Research and Education." In Autism - Paradigms, Recent Research and Clinical Applications. InTech, 2017. http://dx.doi.org/10.5772/65395.

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Bruyn, Julia de, Brigitte Bagnol, Hilary H. Chan, Delia Grace, Marisa E. V. Mitchell, Michael J. Nunn, Kate Wingett, Johanna T. Wong, and Robyn G. Alders. "The Role of Animal-Source Foods in Sustainable, Ethical, and Optimal Human Diets." In Science, Technology, and Innovation for Sustainable Development Goals, 344–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190949501.003.0017.

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Achieving sustainable, ethical food systems in support of human and planetary health is among the greatest challenges facing the global community. Globally, 815 million people are chronically undernourished, 108 million children and 604 million adults are obese, and more than two billion people are at risk of micronutrient deficiencies. Animal-source foods (ASFs), including milk, meat, fish, and eggs, provide high-quality protein and a variety of micronutrients in forms readily absorbed and used by the human body. Current research continues to explore the nutritional contributions of ASFs, their interactions with other dietary components, and their role in healthy human growth and development. This chapter uses the framework of the sustainable development goals (SDGs) to consider the value of ASFs in human diets across a range of settings. It discusses opportunities for multidisciplinary efforts that harness science, technology, and innovation (STI) to mitigate risks of foodborne disease, to promote the efficient management of natural resources, to reduce nutrient losses within livestock value chains, and to support gender- and culturally sensitive communication around livestock management and human nutrition. In support of the economic, social, and environmental dimensions of sustainable development, this chapter proposes opportunities to meet the nutritional needs of current and future populations while supporting biodiversity and conserving scarce natural resources.
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Conference papers on the topic "Children-animal interaction"

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Burns, Rachael Bevill, Hasti Seifi, Hyosang Lee, and Katherine J. Kuchenbecker. "A Haptic Empathetic Robot Animal for Children with Autism." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434074.3446352.

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Kasuga, Haruka, and Yuichiro Ikeda. "Use of experiential exhibitions for understanding of animal vision in school-age children and university students." In ACI18: Fifth International Conference on Animal-Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3295598.3295614.

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Goldstein, Terry. "Nature-Oriented Activities In Kindergarten: Literature Review Of The Effects Of Children-Animal Interaction." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.81.

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