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BMC public health2024; 24(1); 824; doi: 10.1186/s12889-024-18326-y

The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs – a systematic review.

Abstract: Programs involving animals in therapeutic programs are becoming increasingly prevalent. These programs can vary greatly in their approach, scope, and objectives, and they can significantly impact the development of healthy children and those with various disorders. In this systematic review, we sought to investigate the psychological ramifications of animal-assisted activities (AAA), therapies (AAT), and interventions (AAI). We searched for relevant studies using the EBSCO Discovery Service search engine across 85 databases, utilising appropriate keywords. Our search generated 262 results, of which 21 were selected for inclusion after title and abstract screening, as well as full-text analysis. Our findings indicate that dogs and horses are animal-assisted programs' most commonly used animals. Additionally, autism, cerebral palsy, and ADHD were found to be overrepresented in these programs. Furthermore, the length of sessions and overall program duration exhibited considerable variation, regardless of patient age or disease type. The principal measures centred on the physiological variables related to the nervous system and motorium-related indicators. The studies were generally of exceptional methodological soundness. Frequently, the studies narrowed their scope to a single segment or just the child or adolescent, but the outcomes lacked contextual interpretation. Expanding the range of studies by comparing psychological and physiological indicators and conducting follow-up analysis with a longitudinal design would be beneficial.
© 2024. The Author(s).
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Publication Date: 2024-03-15 PubMed ID: 38491498PubMed Central: PMC10943833DOI: 10.1186/s12889-024-18326-yGoogle Scholar: Lookup
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  • Systematic Review
  • Journal Article
  • Research Support
  • Non-U.S. Gov't

Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

Overview

  • This systematic review evaluates how animal-assisted programs influence the physical health development of children and adolescents with special education needs.
  • The review focuses on the types of animals used, conditions treated, session characteristics, and the measured physiological outcomes.

Background and Purpose

  • Animal-assisted programs, including animal-assisted activities (AAA), therapies (AAT), and interventions (AAI), are increasingly used to support health and development.
  • Such programs aim to support both typically developing children and those with various special needs by integrating animals into therapeutic settings.
  • The review’s main objective was to systematically analyze existing research on the psychological and physical impacts of these programs on children and adolescents with special education needs.

Methodology

  • Search Strategy: The authors utilized the EBSCO Discovery Service which accesses 85 databases, searching with specific keywords related to animal-assisted programs and special education needs.
  • Selection Process: From 262 initial search results, 21 studies were chosen through careful title, abstract screening, and full-text analysis to ensure relevance and quality.
  • Inclusion Criteria: Studies included had to focus on animal-assisted interventions involving children and adolescents with special education needs and address psychological or physiological outcomes.

Key Findings

  • Animals Used: Dogs and horses were the most commonly involved animals in the programs reviewed.
  • Conditions Treated: The majority of the studies focused on children and adolescents with autism spectrum disorder, cerebral palsy, and attention deficit hyperactivity disorder (ADHD).
  • Program Characteristics: The length of individual sessions and the overall duration of the programs varied greatly; there was no consistent pattern linked to the age or diagnosis of participants.
  • Outcome Measures: Studies primarily measured physiological variables linked to the nervous system (e.g., heart rate, stress indicators) and motor function indicators (e.g., motor skills assessments).
  • Methodological Quality: The included studies generally demonstrated high methodological rigor, although many limited their scope to specific subgroups or segments (only children or only adolescents) without broader contextualization.

Limitations and Recommendations

  • Narrow Scope: Most studies focused on single aspects such as isolated physiological or psychological outcomes, limiting a holistic understanding.
  • Lack of Contextual Interpretation: Outcomes were often presented without broader consideration of external factors or integration of findings across psychological and physiological dimensions.
  • Variability in Duration: The large heterogeneity in session and program length complicates comparing results across studies or establishing dose-response relationships.
  • Future Research Suggestions:
    • Expand study scopes to include both psychological and physiological measures simultaneously to gain a more comprehensive picture.
    • Conduct longitudinal follow-up studies to understand the sustained impact of animal-assisted programs over time.
    • Include broader sample groups to contextualize effects across different age groups and types of special education needs.

Conclusions

  • Animal-assisted programs, particularly those involving dogs and horses, show promise in improving physical health-related outcomes among children and adolescents with special education needs.
  • Despite promising methodological quality, current research lacks comprehensive, contextualized analyses and consistent program protocols.
  • Future well-designed, longitudinal studies integrating multiple outcome measures are needed to fully understand and optimize these interventions.

Cite This Article

APA
Kovács KE, Balogh ÉZ, Lovas B, Boris P, Nagy BE. (2024). The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs – a systematic review. BMC Public Health, 24(1), 824. https://doi.org/10.1186/s12889-024-18326-y

Publication

BMC public health
ISSN: 1471-2458
NlmUniqueID: 100968562
Country: England
Language: English
Volume: 24
Issue: 1
Pages: 824
PII: 824

Researcher Affiliations

Kovács, Karolina Eszter
  • Faculty of Arts, Institute of Psychology, University of Debrecen, Debrecen, Hungary. karolina92.kovacs@gmail.com.
Balogh, Éva Zita
  • Doctoral School of Human Sciences, Doctoral Program on Psychology, University of Debrecen, Debrecen, Hungary.
Lovas, Buda
  • Eötvös Loránd University, Budapest, Hungary.
Boris, Péter
  • Laki Kálmán Doctoral School, University of Debrecen, Debrecen, Hungary.
Nagy, Beáta Erika
  • Faculty of Medicine, Institute of Pediatrics, Pediatric Rehabilitation, Pediatric Psychology and Psychosomatic Unit, head of the Unit, University of Debrecen, Debrecen, Hungary.

MeSH Terms

  • Child
  • Humans
  • Adolescent
  • Animals
  • Dogs
  • Horses
  • Cerebral Palsy
  • Education, Special

Conflict of Interest Statement

The authors declare no competing interests.

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