NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000466
Record Type: Journal
Publication Date: 2013-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1053-1890
The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design
Bassette, Laura A.; Taber-Doughty, Teresa
Child & Youth Care Forum, v42 n3 p239-256 Jun 2013
Background: Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve academic engagement behavior for students with EBD who struggle with reading. Objective: The purpose of this pilot study was to systematically evaluate the effects of a dog reading visitation program on academic engagement behaviors of elementary aged children with emotional and behavioral disabilities. Methods: Participants included three elementary aged students with emotional behavioral disabilities. A multiple probe single case design across students was used to examine the impact of the dog reading program on on-task-reading aloud behaviors. During baseline and maintenance conditions, students read aloud to themselves while during intervention, students read aloud to a therapy dog. Results: The results indicated that all three students experienced increases in on-task behaviors during intervention and maintained improvements over time. Conclusion: Students indicated they enjoyed the dog reading program and increased on-task behavior was observed. Social validity was conferred by the teacher who observed improvements in behavior during intervention. Suggestions for future research include expanding the study with more participants, examining the students reading skills in addition to behavior, incorporating dogs or other animals into other reading activities, and examining the impact of animals in other academic interventions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A