The Presence of a Therapy Dog Can Help Preschool Children Follow Instructions

Nancy R. Gee, Ph. D., Shelly L. Harris, Emily A. Bennett, & Timothy R. Sherlock
Department of Psychology, SUNY, Fredonia, New York 14063

Introduction Results  Tandem Tasks

Gee, Harris and Johnson (2007) point out that when children and dogs interact there is
almost always a motor component to their interactions. Their study involved a mixed
sample of developmentally delayed and typical preschool children who were asked to
perform a variety of motor skills tasks in the presence or absence of a therapy dog.
They found that the children performed the tasks faster in the presence of the dog, and
also that the performance of the tasks did not suffer as one would expect in a typical
speed/accuracy trade off.
In the Gee, Harris and Johnson (2007) study, the nature of the interaction of the dog
with the child changed from task to task. It is possible that the nature of the interaction
between the dog and child is relevant to the performance of the tasks. Woody-Ramsey
When asked to perform the Tandem Tasks the children adhered to instructions better in
• A Three-Way Mixed Model Factorial analysis of variance was conducted on the data. the presence of the Human and the Stuffed Dog (as manipulated by a human) than
• The Between Subjects variable, Child Classification, was not significant, either the Dog or No Co-Performer (p < .05). However, they did adhere to instructions
F < 1.0. significantly better in the presence of the Dog than No Co-Performer (p < .05). This
• The main effect of Co-Performer was significant, F (3, 27) = 4.26, p < .01. seems to indicate that the children understood and followed the instructions better when
• There was a Task Classification by Co-Performer interaction, F (6, 54) = 5.40, they performed the tasks with a human or a stuffed animal manipulated by a human.
p <.01, which is displayed in Figure 1. Since these tasks involved a certain amount of timing and cooperation with the Co-
Design participant, given that the children have many more opportunities to interact in tandem
6.8
•Mixed Model Factorial Design None with human beings this finding is not surprising. It is reasonable to speculate that when
•Between Subjects Variable  Child Classification Real Dog the children were asked to perform a task in tandem with the dog, the difficulty level of
•Identified 6.6 the task was increased due to the somewhat unpredictable nature of the dog relative to a
Stuffed Dog
•Typical human co-performer. In other words, it might have been harder for the children to

Adherence to Instructions Ratings

Human
and Miller (1988) reported that preschool children do not spontaneously restrict their • Within Subjects Variable  Task Classification perform the behaviors at the same time as the dog because they weren’t as adept at
6.4
attention to relevant stimuli, but they can restrict their attention when the stimulus is predicting the dog’s actions so that they could map their own behaviors onto those of
highly salient. It may be that the presence of the dog is highly salient to preschool Competition Tandem Modeling the dog. It is noteworthy that the children still adhered to instructions better in the
children, and if so, the type of interaction between the child and dog at the time of task Run Long Jump Straight Tunnel 6.2 presence of the dog than when they were asked to perform the tasks all by themselves
performance may be an important factor to the child’s understanding and execution of where timing and cooperation with a co-performer were not an issue.
Run and Down High Jump Curved Tunnel
the task. Specifically, it is possible that the nature of the interaction between the dog
Two Jumps in a Row Sit Balance Beam 6
and child affects the child’s adherence to task instructions.  Modeling Tasks
Crawl Lie Down Roll Over
It was in the Modeling Tasks that we found results most consistent with previous
Teaching children to adhere to instructions is an important part of their development, Ball Pushing Bunny Hopping Weave 5.8
research indicating that the presence of a dog might improve adherence to instructions
but education alone is not sufficient to improve adherence. Burkhart and colleagues (Limond, et. al. 1997; Walsh, et. al. 1995; Woody-Ramsey and Miller 1988). When the
Table 1. Specific tasks children performed sorted by type.
(2002) suggest that providing positive reinforcement and rewards to children for 5.6 children were asked to perform tasks after watching them performed by a model, they
performing expected behaviors is a more effective strategy for improving adherence to •Within Subjects Variable  Co-Performer adhered to the instructions significantly better when the model was a Real Dog than a
instructions. In fact, there is some existing research that indicates that the presence of a •Real Dog Human, a Stuffed Dog (as manipulated by a human) or No Co-Performer (p < .05). It is
therapy dog does improve compliance with instructions (Limond, Bradshaw, and 5.4
•Stuffed Dog possible that this was due to the fact that children do not usually mimic a dog’s
Cormack, 1997; Walsh, et al. 1995). The presence of a therapy dog is not only highly •Human Confederate behavior and the dog provides a highly salient stimulus that is needed to help them
salient for children, but it may also serve as a form of positive reinforcement or reward. •No Co-Performer 5.2 restrict their attention to the task relevant instructions. It is also reasonable to speculate
Thus, the current study used a rating scale for adherence to instruction as the dependent • Dependent Measure  Instruction Rating Competition Tandem Modeling that when a dog demonstrates a behavior the children might be more motivated to
measure. perform the task in the same way the dog did so their adherence to instructions reflects
Task Classification
Rating 1 2 3 4 5 6 7 their overall motivation to do the task. This finding may indicate that the preschool
The current study manipulated the nature of the interaction between a co-performer and Figure 1. Adherence to Instruction Ratings as a Function of Task Classification and children see something special when watching a dog perform these motor skills tasks.
Category Refused to More than Four Three Two One Performed Co-Participant.
a child such that there were three general classifications of motor skills tasks; Perform the Four Additional Additional Additional Additional Task as It may capture their imagination or their attention, but regardless of the explanation the
Modeling, Tandem, and Competition Tasks. Two more levels were added to the co- Task Additional Instructions Instructions Instructions Instruction Instructed
children adhered to the instructions better when watching the dog than any of the other
performer condition from Gee, Harris and Johnson (2007) in order to examine the role
Instructions
Discussion co-performers.
of co-performer in more depth. Therefore, our co-performer variable had four levels; Table 2. Adherence to Instructions Rating Scale used by two independent raters.
Main Effect of Co-Performer
Real Dog (the therapy dog), Stuffed Dog (manipulated by a human), Human Children were mostly likely to adhere to instructions in the presence of the Dog (M = Implications
Confederate and No Co-performer. If there is something special or highly salient about Procedure 6.38, SD = 0.30) and the Human Confederate (M = 6.38, SD = 0.31), p < .05. The The findings of this study indicate that the presence of a dog has a beneficial effect on
the Real Dog then it should result in greater adherence to instructions than any of the Stuffed Dog (M = 6.33, SD = 0.30) was not significantly different from either the compliance with instructions, at least in the Modeling Tasks. Therefore, it stands to
other co-performer conditions. More appropriately focused attention should result in Tasks were Children selected One child selected
Human or the Dog, but it received significantly higher ratings than No Co-Performer reason that a well-trained dog could act as a model of good behavior in a variety of
greater adherence to instructions. separated into pairs by classroom at random to
(M = 6.14, SD = 0.34), p < .05. It is not surprising that children adhere well to different situations and potentially with a variety of different populations. For example,
and the order of teacher and participate while
Animal Assisted Therapy/Interventions may be particularly useful in settings where
Methods those pairs were escorted to lab in the others sat in a instructions in the presence of a human because they get ample opportunity to follow
instructions in the company of other humans in a wide variety of situations as part of behavioral problems need to be addressed in order to help the population perform
randomized. groups of three. waiting area.
Participants their daily routine. However, it is interesting that the children were equally likely to certain tasks. It is clear from the current study that when the dog is acting as a model,
Eleven preschoolers from an inclusive classroom consisting of both typical and adhere to instructions in the presence of the dog. Children have many fewer children tend to adhere to instructions better. It is possible that this general trend will
identified children participated in this study. The term “identified” is used here to opportunities to perform tasks with dogs, yet in the current study they managed to pay apply to other populations as well. It is important to note that the presence of the dog
indicate those preschool age children who have language deficits, learning deficits, or attention to the task instructions and carry them out equally well. This result provides did not distract the children from completing the tasks and given the strong positive
Order of After each child When the three relationship between the development of gross motor skills and cognitive abilities
underdeveloped social skills. This group of eleven children consisted of 6 identified and some support for the idea that the dog may serve as a highly salient stimulus which
presentation of the participated in the children finished (Olds, et al. 1994) it is reasonable to conclude that therapy dogs can play a valuable role
5 typical, 3 girls and 8 boys, and all ranged in age from 3-5 years. according to Woody-Ramsey and Miller (1988) is required for a child to spontaneously
Co-Performer was first task the setup both tasks, they in preschool motor skills programs.
restrict their attention to relevant stimuli.
randomized for was changed to the were escorted back
Therapy Dogs
The two therapy dogs involved in this study were miniature poodles. Both dogs hold
each child. second task. to the classroom.
Task Classification by Co-Performer Interaction Literature Cited
the American Kennel Club’s Canine Good Citizen title, and are certified with Therapy  Competition Tasks Burkhart, P. V., Rayens, M. K., Oakley, M. G., Abshire, D. A., & Zhang, M.
(2007). Testing an intervention to promote children’s adherence to asthma
Dogs International. Louie (neutered-male, age 8) and Nikki (spayed-female, age 6) are This interaction was subjected to follow up tests and pair-wise comparisons revealed self-management. Journal of Nursing Scholarship, 39, 133-140.
multiple agility champions and hold the AKC’s highest title in that venue. that in the Competition Tasks there were no significant differences in adherence to Gee, N. R., Harris, S. L., & Johnson, K. L. (2007). The Role of Therapy Dogs
in Speed and Accuracy to Complete Motor Skills Tasks for Preschool
instruction regardless of which Co-Performer was present (p > .05). It is likely that the Children. Anthrozoös, 20(4), 375-386.
instructions for these tasks were so straightforward that the presence of the Co- Limond, J.A., Bradshaw, J.W.S., & Cormack, K.F.M. (1997). Behavior of
children with learning disabilities interacting with a therapy dog.
Performer made little impact on the children’s ability to follow them. Apparently when Anthrozoös,10, 84-89.
the children learned that they were supposed to go as fast as they could to win the race, Olds, A. R., Kranowitz, C. S., Porter, R., & Carter, M. (1994). Building in
opportunities for gross motor development. Exchange, 97, 31 – 50.
they didn’t care who they were competing against, they just did what they were Walsh, P. G., Mertin, P. G., Verlander, D. F., & Pollard, C. F. (1995). The
supposed to do. It is also possible that the children get a lot of exposure to effects of a “pet as therapy” dog on persons with dementia in a psychiatric
ward. Australian Occupational Therapy Journal, 42(4), 161-166.
participating in competition type events so they readily understood this type of Woody-Ramsey, J., & Miller, P. H. (1988). The facilitators of selective
instruction. attention in preschoolers. Child Development, 59, 1497-1503.
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