A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needsDog-assisted reading programs have proven effective in fostering reading skills and attitudes towards reading in typically-developing children. This study extends that research by focusing on children with special education needs (SEN) and analyzing the impact of a structured dog-assisted reading program on student behavior.
The elementary school participating in this study had students in every classroom read to certified therapy dogs every week. While the program was designed to improve reading skills and attitudes about reading throughout the student population, this study focused on the impact of the program on behaviors of students with SEN served in the regular classrooms. Researchers used daily behavior logs completed by teachers in a special education classroom to compare the behaviors of four students with SEN on days the dog was present with days the dog was absent. The targeted students -- all male -- were in grades 1, 2, and 5. Once a week, they read individually to a reading-therapy dog for approximately 10 to 15 minutes in a separate carpeted area of the special education classroom. While the behavioral logs included daily notes about individual student’s positive and negative behaviors, it also included a checklist for four specific negative behaviors (task avoidance, defiance, yelling/cursing and aggression). Interviews with twelve educational professionals provided additional information about the impact of a dog-assisted reading program on children with SEN. These educators represented all grades as well as the special education class. As the majority of students with SEN receive services in the regular (versus special education) classroom, all of the participating teachers were able to comment on the impact of the program on SEN students.
Data from the behavior logs showed significant behavioral improvement for one of the four students. For this student, while many disruptive behaviors (arguing with teachers and teacher assistants, disrupting classroom, throwing things, not wanting to do work, screeching) were reported on non-dog days, none of these behaviors were reported on the days the dog visited the classroom. For the other three students, there was no appreciable difference in behavior whether the dog was present or absent. Data from the interviews indicated a number of positive outcomes of the program on SEN students. The most commonly-mentioned outcome related to the dogs serving as a motivator for the students in both academics and general classroom behavior. The participating educators noted how the SEN students were motivated to perform well for the dogs. They commented on how reluctant readers showed a greater interest in reading and were more willing to read aloud. They also noted improvements in oral fluency, taking risks in reading, and practicing reading in anticipation of a dog visit. Improved behavior outcomes noted by the interviewees related to an increased ability to stay on-task and the calming effect of the dog. Increased confidence and self-esteem were also noted by 50% of the interviewees.
In addition to identifying some unanticipated behavioral benefits to SEN students of a school-wide dog-assisted reading program, this study also demonstrates the feasibility of such programs. This research thus serves as a “necessary bridge to future studies.” Specific recommendations for further research are offered.
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