Klaipėdos universitetas

Although there is a growing body of evidence showing the potential of animal-assisted (AAT) therapy use with various populations, there is still a limited amount of such studies in Lithuania. This article continues the construction of the scientific discourse of animal-assisted therapy in Lithuania. The purpose of the study was to evaluate the efficiency of animal-assisted therapy for children with autism spectrum disorders. The study aimed to evaluate the efficiency of animal-assisted therapy not only from the therapist’s viewpoint but also from the parents’ perspective. Specific objectives included: 1) to evaluate parents’ perception of their children’s performance and satisfaction level in the areas selected by parents of self-care, productivity and leisure before and after animal-assisted therapy sessions; 2) to measure the effectiveness of animal-assisted therapy sessions in language/communication, sociability, sensory/cognitive awareness, and health/behaviour perceived by the parents; 3) to evaluate and compare parents’ perceived behavioural-emotional difficulties before and after animal-assisted therapy sessions; and 4) to monitor and compare behavioural changes in children during and after animal-assisted therapy sessions .The sample consisted of nine children with a diagnosis of autism spectrum disorder. The results from two measurement methods provide support for the efficacy of animal-assisted therapy. The average scores of performance and satisfaction in targeted problem areas are higher in both groups of participants after animal-assisted therapy sessions as indicated by the parents. The parents of all participants indicated lower scores in speech/language, sociability, sensory/cognitive awareness and healthy/physical behaviour, which indicate fewer problems in these areas. Parents evaluate children’s aggressive behaviour and externalising problems as significantly lower after animal-assisted therapy sessions. The scores of emotional problem scales are slightly higher after therapy, but the difference is not statistically significant. Parents tend to notice changes in behavioural problems more than emotional. The behavioural changes monitored by therapists varied in each session. The monitoring of behavioural changes in each session cannot indicate stable qualitative growth or decline as the results are sensitive to the inner states of children. Change of behaviour scores in each session showed that animal-assisted therapy sessions were beneficial to older as well as to younger participants.

The very first scientific data gathered in exploratory research of canine therapy in Lithuania is presented in the article. One case qualitative study is presented. Qualitative one case study was applied using different research methods: narrative and content analyses. Narrative analysis was used to analyze data gathered from educators, psychologist and mother of the child after each canine therapy session. Narrative interpretation was applied for canine therapy observation report, when each five minutes the changes of child were described. Report of canine therapy observation divulged that sessions were important for child’s greater social development, verbal expression and cognitive development. Scale of emotional evaluation showed that canine therapy sessions have great importance in developing positive emotions.

The qualitative and quantitative analysis of canine therapy with children with special educational needs is presented in this article. Canine therapy sessions were carried out in two groups of participants. The 1st group consisted from children with behavioural-emotional problems, the second group – consisted from children who have disability of intelligence and have diagnosis confirmed by physicians. The qualitative and quantitative analysis confirmed positive social, emotional, psychological and educational changes in both groups of children. Relatively greater changes are observed in the group of children with disability of intelligence. The parents of first group of children evaluated their behavioural-emotional difficulties before and after canine therapy sessions. There were no significant differences in mothers scores of children behavioural-emotional difficulties before and after canine therapy sessions, fathers’ scores of behavioral-emotional difficulties of children are lower after canine therapy sessions, and significantly lower are scores of anxiety / depression difficulties after canine therapy sessions.