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

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A Correction to this article was published on 02 July 2021

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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.

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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.

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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
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  2. Adéla Bozděchová
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  3. Kristýna Machová
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  4. Mariana Vadroňová
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Corresponding author

Correspondence to Kristýna Machová.

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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.

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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

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