Children and companion animals seem to have a natural affinity towards each other. Most children desire a relationship with their own companion animals or at least demonstrate an interest to interact with animals in general. Living with companion animals or interacting with animals may have psychosocial, neurobiological, or medically relevant effects on typically developing children and juveniles as well as those with diverse and special needs. In this eBook, we present several articles addressing the relationships between children/juveniles and animals in different countries, including Austria, Germany, Jamaica, Japan, the United Kingdom and the United States. Three articles discuss approaches in animal-assisted education, including animal keeping and animal assisted interventions in schools, and an experimental study investigating immediate effects of dogs on reading competence and accompanying stress reactions with cortisol and behavior. Other articles address topics involving children and their companion animals, including dog-walking by children and juveniles, risks of dog bites by the family dog, selection of pet dogs for families with a child with autism spectrum disorder (ASD) and the relationships that children with ASD have with their family cats. The interactions between children/juveniles and animals addressed in this eBook provide new insights into some scarcely investigated themes, and underline the significance of animals in children's lives.

Autism spectrum disorders are developmental disorders. Individuals with autism spectrum disorders develop differently. These differences are usually present in social interaction, communication, and sensory processing, and become visible through a wide variety of behavioral responses that differ from individuals without autism spectrum disorders. Despite significant research efforts, the exact causes of autism spectrum disorders remain poorly understood; however, researchers have gained extensive insights into possible pathomechanisms, even at the molecular level of cells. Many diagnostic criteria have been developed, adapted, and improved. The eight chapters in this book highlight the current state-of-the-art in many areas of autism spectrum disorders. Chapter 1 provides an overview of the epidemiology of autism spectrum disorders and the current knowledge of the underlying pathogenic mechanisms. Chapter 2 summarizes the diagnostic criteria and procedures and highlights present and upcoming therapeutic strategies. Chapter 3 reviews the adverse events and trauma in people with autism spectrum disorders. Chapters 4 and 5 focus on atypical sensory processing, and Chapter 6 discusses the genetic overlap of autism spectrum disorders with other neuropsychiatric disorders such as attention deficit hyperactivity disorder (ADHD), depression, and schizophrenia. Chapter 7 focuses on the contribution of abnormalities in mitochondria, and chapter 8 discusses gut-brain interactions and a potential role for microbiota in autism spectrum disorders. This book is aimed primarily at clinicians and scientists, but many areas will also be of interest to the layperson.

How Animals Help Students Learn summarizes what we know about the impact of animals in education and synthesizes the thinking of prominent leaders in research and practice. It’s a much-needed resource for mental-health and education professionals interested in incorporating animals in school-based environments, one that evaluates the efficacy of existing programs and helps move the field toward evidence-based practice. Experts from around the world provide concrete examples of how animals have been successfully incorporated into classroom settings to achieve the highest level of benefit while also ensuring the health and welfare of the students and animals involved.

Proceedings of the International Conference on the Human-Companion Animal Bond, held at the University of Pennsylvania, October 5, 6, 7, 1981.

The number of children diagnosed with autism spectrum disorders (ASD) is rapidly increasing. Due to the unique needs of children with ASD, therapeutic services may be sought to improve daily living skills and motor skills. In addition to deficits in communication and language abilities, as well as repetitive, stereotyped behaviors and interests, behavior problems and a lack motivation can be present in anyone with ASD. These characteristics may create unforeseen obstacles and challenges for a therapist or researcher during a motor skills evaluation. In various settings the use of an animal assisted intervention (AAI), commonly introducing a therapy dog to a familiar or stressful situation, has been shown to be beneficial in increasing engagement and attention while decreasing disruptive behaviors and physiological This study was exploratory in nature and therefore, no predications were made. The purpose of this study was to observe the effects of a therapy dog on children with ASD during a standardized motor skills assessment. Specifically, Total Test score of the Movement Assessment Battery for Children-2 (MABC-2), heart rate and percentage of time engaged and off task during the assessment were monitored for this study. This study employed an ABA design, in which seven boys with ASD (10.3 + 1.1 years) completed the MABC-2 three times - twice without a therapy dog present (A) and once with a therapy dog present (B). While no significant statistical differences were found among baseline and intervention conditions, the slight emergence of common themes could be seen in qualitative reports. Older participants had a decreased heart rate and percentage of time off task whereas younger participants had an increased heart rate and percentage of time off task with the therapy dog present. While generalizations cannot be made, future studies should aim to increase the number of participants to observe if the therapy dog effects score, heart rate or percentage of time spent engaged and off task during a motor skills assessment.