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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

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Abstract

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.

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Authors and Affiliations

  1. Indiana Mentor, 8925 North Meridian St., Suite 200, Indianapolis, IN, 46260, USA

    Laura A. Bassette

  2. Department of Educational Studies, Purdue University, 100 N University Street, West Lafayette, IN, 47907, USA

    Teresa Taber-Doughty

  3. 821 Dr. Martin Luther King Jr. St. Apt. D, Indianapolis, IN, 46202, USA

    Laura A. Bassette

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  1. Laura A. Bassette
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  2. Teresa Taber-Doughty
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Correspondence to Laura A. Bassette.

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Bassette, L.A., Taber-Doughty, T. 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. Child Youth Care Forum 42, 239–256 (2013). https://doi.org/10.1007/s10566-013-9197-y

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