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首页> 外文期刊>Child & youth care forum >The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design
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The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design

机译：狗阅读探访计划对三名情绪和行为残疾小学生学术参与行为的影响：单例设计

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摘要

Background: Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve academic engagement behavior for students with EBD who struggle with reading. Objective: The purpose of this pilot study was to systematically evaluate the effects of a dog reading visitation program on academic engagement behaviors of elementary aged children with emotional and behavioral disabilities. Methods: Participants included three elementary aged students with emotional behavioral disabilities. A multiple probe single case design across students was used to examine the impact of the dog reading program on on-task-reading aloud behaviors. During baseline and maintenance conditions, students read aloud to themselves while during intervention, students read aloud to a therapy dog. Results: The results indicated that all three students experienced increases in on-task behaviors during intervention and maintained improvements over time. Conclusion: Students indicated they enjoyed the dog reading program and increased on-task behavior was observed. Social validity was conferred by the teacher who observed improvements in behavior during intervention. Suggestions for future research include expanding the study with more participants, examining the students reading skills in addition to behavior, incorporating dogs or other animals into other reading activities, and examining the impact of animals in other academic interventions.
机译：背景：患有情感和行为残疾（EBD）的孩子在学校阅读活动中会遇到行为问题。解决这些问题的一种方法可能是通过在学校和图书馆中越来越受欢迎的狗阅读计划。初步的轶事研究表明，狗阅读计划可以改善患有EBD且阅读困难的学生的学习参与行为。目的：这项初步研究的目的是系统地评估狗阅读探访计划对患有情感和行为残疾的基本年龄儿童的学业交往行为的影响。方法：参加者包括三名患有情感行为障碍的小学生。跨学生的多探针单例设计用于检查狗阅读程序对在任务中朗读行为的影响。在基线和维持条件下，学生大声朗读自己，而在干预过程中，学生大声朗读治疗犬。结果：结果表明，所有三名学生在干预过程中的任务行为都有所增加，并且随着时间的推移保持了改善。结论：学生表示他们喜欢狗的阅读程序，并且观察到工作中行为的增加。观察者在干预过程中的行为得到了改善，由老师授予了社交效度。未来研究的建议包括扩大研究范围，扩大参与者，检查学生除行为外的阅读技巧，将狗或其他动物纳入其他阅读活动中，以及研究动物在其他学术干预措施中的影响。

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