Pet+Therapy

1: Description of Intervention a) Pet Therapy or animal-assisted therapy is a type of therapy that involves an [|animal] with specific characteristics becoming an important part of a person's life and treatment. Pet therapy is designed to improve the [|physical], [|social] , [|emotional] , and/or [|cognitive] functioning of the person receiving the therapy. The following video link shows this method in use: []  b) Pet therapy/ animal-assisted therapy is a therapy designed for anyone, of any age, gender or ability level. Interactions with animals can provide emotional and physical health benefits for diverse populations, including the elderly, children, physically disabled, deaf, blind, emotionally or physically ill. c) The person providing the animal/ pet for therapy purposes should be a qualified handler whether the animal is a dog, rabbit or horse. The handler should be aware of the animal’s temperament, likes and dislikes and needs.    d) Cost of using pet therapy differs based on which type you choose. To have a therapy dog on a full time basis has initial cost/ donation of $1500. There are then the additional cost of owning a dog/ pet. If using Hippotherapy, the cost will vary based on where you go. Most facilities have lessons that range $30 to $100 for 60 minutes. e) There are some potential risks involved with pet therapies. Occasionally program participants become so involved with the animals that they become possessive of those animals, and an atmosphere of competition develops. Patients may perceive that an animal has rejected them, usually because of unrealistic expectations of the animal's behavior toward them, and this can exacerbate low self-esteem. Death of an animal may cause intense feelings of grief and sometimes guilt in participants and staff. Injury to the participant may result because of inappropriate animal selection, handling, or lack of supervision; likewise, animals may be abused or accidentally injured. Diseases may be transmitted if careful supervision and if proper sanitation practices are not a part of the therapy program, and you have to take in consideration potential allergic reactions to animal dander (American Veterinary Medical Association, 2006). f) There are a significant number of benefits involved with pet therapies. Interactions with animals can provide emotional and physical health benefits for diverse populations. By serving as communication promoter among participants, animals can facilitate. They also may serve as diversions during anxiety-provoking procedures, such as physical examinations. With proper training, animals can be taught to reinforce rehabilitative behaviors in patients, such as throwing a ball, walking, or verbal responses. Hippotherapy (therapeutic horseback riding) has been reported to improve posture, balance, and coordination. Sense barriers may interfere with human-human interactions and tend to isolate affected individuals; however, verbal communication and sight are not necessary for positive interactions with animals and these interactions may facilitate communication with human handlers or health care providers. Animals can be included in behavior modification programs as a source of support and diversion during threatening situations, such as counseling. Some therapists have suggested that animals provide a type of reality therapy (by empathizing with the animal's natural instincts, patients see their own lives more objectively). The training of animals provides troubled adolescents and the incarcerated with goals and an object of contact comfort. Residential pets provide opportunities for physical activity or rehabilitation through their need for routine care, such as the construction of habitats, feeding, grooming, and exercise. The responsibility of caring for animals may also provide residents with a sense of purpose and a perceived need to take better care of themselves (AVMA, 2006). g) Appropriate settings for pet therapy is largely dependent on the type of animal involved in the therapy. Dogs, cats, rabbits, birds and other small animals are best suited for indoor sessions. Horses or other large animals would obviously be best in an arena or large outdoor space.   h) “Further work is needed to determine the optimal treatment frequency with the SDHRP by comparing the efficacy of different treatment schedules on sensory integrative and motor functions of children with autism,” (Wuang et al., 2010). 2: Research Study American Veterinary Medical Association 2006, Animal Assisted Activity. (n.d.). // Guidelines for // // Animal Assisted Activity, Animal-Assisted Therapy and Resident Animal Programs. //Retrieved from: [] a) There were sixty subjects (thirteen girls and forty-seven boys) that completed this study ranging in age from six to ten years old. All subjects had a diagnosis of autism and were receiving regular occupational therapy. None of the subjects had any previous experience with horse riding.   b) Baseline data on the subjects was taken on two different tests: the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) and the Test of Sensory Integration Function (TSIF). The BOTMP (Bruininks, 1978) is designed to assess qualitative aspects of motor function that focus on acquisition of pattern of movement in children ranging in age from 4.5 to 14.5 years of age (Kroes et al., 2004) (Wuang, Wang, Huang, & Su, 2010). The TSIF (Lin, 2004) is designed to identify sensory integrative dysfunction in children aged from 3 to 12 years (Wuang et al., 2010). c) The dependent variable in the study is to try to improve sensory integrative and motor functions of the subjects. Children on the autism spectrum consistently have difficulties with not only these, but with social interactions and communication as well.   d) “The simulated developmental horse-riding program (SDHRP) was comprised of three sessions, with each session preceded by a warm-up. The first session involved simple limb movements and mat exercises, with the aim of increasing the child’s body flexibility and motivation in learning. During the second session (mounted exercise), the child was instructed to ride on Joba® in different positions (sitting, prone, lying) to experience various horseback movements. Its purpose was to enhance the child’s body awareness, sensitivity, and coordination by means of vestibular, proprioceptive, and kinesthetic inputs. At the third session, the therapist offered a game that the child can play on the Joba® for the purposes of strengthening sensory integrative, cognitive, and affective skills and developing interpersonal relations and self-directed behaviors through interactive play,” (Wuang et. al, 2010). e) “Children with autism in this study showed improved motor proficiency and sensory   integrative functions after SDHRP training for a period of 20 weeks in duration; 2 sessions per     week; 60 minutes per session. In addition, the treatment effect appeared to be maintained for at     least 6 months (24 weeks). It is concluded that the SDHRP is an effective intervention option for     children with autism,” (Wuang et. al, 2010).