Abstract
BackgroundPrevious research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys.MethodsNinety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.ResultsParticipants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.ConclusionsThese results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.
Highlights
Autism spectrum disorder (ASD) is a prevalent and debilitating disorder estimated to affect up to 1 in 91 children in the US, with rates growing worldwide [1], [2]
Taken together these findings are consistent with the parent-reported, independent diagnoses of autism spectrum disorder (ASD), in showing that the diagnosed children differed from their TD peers on many of the behavioral characteristics used to screen for ASD, including social communication, social skills, and behavioral functioning
This study presented the first blinded observational ratings of children with ASD in the presence of animals compared to toys
Summary
Autism spectrum disorder (ASD) is a prevalent and debilitating disorder estimated to affect up to 1 in 91 children in the US, with rates growing worldwide [1], [2]. Children with ASD in mainstream or ‘‘inclusion’’ classrooms with their typically-developing (TD) peers often struggle to engage with their classmates and experience resultant social isolation, rejection, bullying, and stress [4]–[6]. These experiences can lead to inferior academic performance and problem behaviors [7]. Developing an innovative and effective strategy for children with ASD to improve social interaction with peers and adults has become an important research priority [12] One such strategy may be the incorporation of human-animal interaction (HAI) into the classroom environment [13]. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys
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