Children with autism often find it difficult to shift attention flexibly, especially when prompted to do so by another person. This study was based on the understanding that affordances in nature and animals may help children with autism become curious and show interest in what is happening. This interest might then enable them to be more active in exploratory play and interaction with others. The specific purpose of the study was to investigate ways in which animals and nature might improve conditions for psychological development through support from therapists.
The study involved nine children with autism (age 6-8) and extended over a period of one and a half years. The data includes (a) observations, photos, and process notes taken during clinical practice; (b) interviews with parents; (c) teacher and parent surveys; and (d) test results. The “grounded theory” approach used for this study also looked to information gleaned from the scientific literature, professional seminars, and discussions with colleagues to develop a theoretical model involving nature and animals in a developmentally supportive treatment for children with autism. The treatment program for children participating in this study is located on a small farm with animals and surrounding natural environment. While at the farm, children engage in such activities as horse-back riding, playing outdoor games, and caring for animals. Treatment sessions of two and a half hours are offered once a week. Data for this study was based on 40 sessions. All but one of the participating children had been diagnosed with autism; and all but one also had an intellectual disability.
Four key categories relating to treatment outcomes emerged from the initial analysis of the data: (1) Reduce stress, (2) Awaken curiosity and interest, (3) Use attention spontaneously, and (4) Vitalize and give energy. Further analysis showed that the fourth key category -- Vitalize and give energy – “was larger than the others in its abundance of thoughts and associations.” It also provided some explanatory value for each of the other three key categories.
The first key category relates to the way the soft and repetitive movements occurring in nature and animal behavior seems to reduce stress and promote calmness in children with autism. The second key category suggests that children's interest in nature and animals can be used by therapists to promote joint attention and stimulate communicative interaction. The third key category suggests that children's spontaneous attention to the movement dynamics of nature and animals provides them with a higher degree of vitality and mental energy. “The resulting alertness in the children, might explain their increased ability to reflect in conversation, engage socially, and use more fantasy in play.”
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