Animal-assisted therapy and the severely disabled child: a quantitative study - Graduate Literary Award Winner - Abstract

Journal of Rehabilitation, Oct-Dec, 2001 by Kathryn Heimlich

Stress in the Service Animal

The third factor that marred the outcome of this study involved the omission of the third trial resulting in a subject sample of 14 rather than 21. This was a direct result of the impact of the therapy sessions on the animal. As an integral component of the therapy team, it was believed the effects of this intensive animal-assisted therapy program on the animal was warranted and should be monitored. Consideration of a service animal's health and well-being is an important ethical issue which must not be overlooked.

Just as not every animal is a suitable partner for an animal-assisted therapy program, so too, not every child is an appropriate candidate for this type of intervention. The child with allergies or those prone to seizures due to high levels of excitement must be excluded. Additionally, children who exhibit aggression toward animals must likewise be excluded for the safety of both the animal and the child. Before an animal is allowed to enter a facility, staff should be prepared to maintain distance between the animal and aggressive children. During this program staff members did not receive instruction regarding this issue, which often resulted in the animal being deluged by children, some of whom deliberately tried to injure him. These incidents were unsettling to him, causing him to react with tentativeness for periods of time thereafter.

On a more formal basis, an attempt was made to evaluate the effects of the therapy program on the participating animal, Cody. Documentation was maintained on a daily basis to assess both physiological and behavioral changes. These documents included the Cody Behavior Checklist (CBC) developed in conjunction with Dr. Joann Eurell of the University of Illinois at Urbana Champaign School of Veterinary Medicine and anecdotal records maintained by this investigator. The CBC required an assessment of Cody's behavior before therapy sessions began, upon completion of each therapy session and upon returning home. It required a subjective assessment of eight behavioral variables such as mood, excitement level, fearfulness, vocalism and attentiveness. Three physiological variables were also included, yawning, licking his lips and nose and sweating through his paws. Although the behavioral assessments were easily made, the physiological components proved more difficult. It is for this reason that the results of this instrument were inconclusive.

It became apparent however, upon completion of the first eight-week session that physiological changes were occurring in Cody, the most obvious including excessive panting and frequent urination. Upon examination by his veterinarian, it was determined that Cody was suffering from both ear and urinary tract infections. A course of antibiotics was administered for a three-week period. A subsequent examination revealed that although the ear infection had been successfully treated, the urinary tract infection was still present. A second round of antibiotics was prescribed with a follow-up examination the following month. During this time, the therapy sessions were suspended and Cody appeared lethargic and exhibited symptoms of depression. As the second 8-week session was scheduled to begin in February, Cody returned to the school to become acquainted with the new group of students. He was eager to get into the car in the mornings but appeared tired while at the school.