Animal assisted therapies and reading interventions: attitudes and perceptions of educators
Date of Award
2017
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education & Human Services
Advisor/Chair
Advisor: Elana R. Bernstein
Abstract
Utilizing canines for therapy or interventions is a growing trend in educational settings. Research has focused on those actively participating in animal assisted therapy and interventions, but has largely neglected the views and perceptions of teachers. The current study investigated the results of a survey administered to educators in schools currently not utilizing animal assisted therapy or interventions. Results showed two main barriers associated with utilizing canines in school settings: fear of canines and allergies to canines. Results also showed a positive perception of canine assisted reading interventions from educators. Educators believed canine assisted reading interventions were more likely to increase reading fluency, comprehension, and on task behavior when compared to interventions that did not utilize a canine companion.
Keywords
Animals Therapeutic use, Teachers Attitudes, Reading Remedial teaching, Dogs, Counseling Education, Education, Educational Psychology, Reading Instruction, Animal assisted intervention, canine, reading intervention, canine assisted intervention, perceptions, educators, barriers, animal assisted therapy, canines in schools
Rights Statement
Copyright © 2017, author
Recommended Citation
Jones, Bradley S., "Animal assisted therapies and reading interventions: attitudes and perceptions of educators" (2017). Graduate Theses and Dissertations. 1286.
https://ecommons.udayton.edu/graduate_theses/1286
