Social behaviors increase in children with autism in the presence of animals compared to toys
Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (tw...
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| Veröffentlicht in: | PloS one 2013-02, Vol.8 (2), p.e57010-e57010 |
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| creator | O'Haire, Marguerite E McKenzie, Samantha J Beck, Alan M Slaughter, Virginia |
| description | Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys.
Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.
Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.
These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD. |
| doi_str_mv | 10.1371/journal.pone.0057010 |
| format | Article |
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Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.
Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.
These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0057010</identifier><identifier>PMID: 23468902</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adolescent ; Animal assisted therapy ; Animals ; Autism ; Autistic Disorder - diagnosis ; Behavior ; Child ; Child, Preschool ; Children ; Children & youth ; Classrooms ; Communication ; Data processing ; Emotions ; Female ; Group dynamics ; Guinea pigs ; Handbooks ; Humans ; Intervention ; Laughing ; Male ; Medicine ; Peers ; Pets ; Play and Playthings ; Schools ; Social and Behavioral Sciences ; Social Behavior ; Social isolation ; Studies ; Tactile ; Teachers ; Therapists ; Toys</subject><ispartof>PloS one, 2013-02, Vol.8 (2), p.e57010-e57010</ispartof><rights>2013 O'Haire et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2013 O'Haire et al 2013 O'Haire et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c526t-567875d6a1a3fc2a8ad9227210b36a80c3b3e4d84d33f6aadf0cb86f939e23de3</citedby><cites>FETCH-LOGICAL-c526t-567875d6a1a3fc2a8ad9227210b36a80c3b3e4d84d33f6aadf0cb86f939e23de3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3584132/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3584132/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,315,729,782,786,866,887,2104,2930,23873,27931,27932,53798,53800</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23468902$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Reid, Vincent M.</contributor><creatorcontrib>O'Haire, Marguerite E</creatorcontrib><creatorcontrib>McKenzie, Samantha J</creatorcontrib><creatorcontrib>Beck, Alan M</creatorcontrib><creatorcontrib>Slaughter, Virginia</creatorcontrib><title>Social behaviors increase in children with autism in the presence of animals compared to toys</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys.
Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.
Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.
These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.</description><subject>Adolescent</subject><subject>Animal assisted therapy</subject><subject>Animals</subject><subject>Autism</subject><subject>Autistic Disorder - diagnosis</subject><subject>Behavior</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Children & youth</subject><subject>Classrooms</subject><subject>Communication</subject><subject>Data processing</subject><subject>Emotions</subject><subject>Female</subject><subject>Group dynamics</subject><subject>Guinea pigs</subject><subject>Handbooks</subject><subject>Humans</subject><subject>Intervention</subject><subject>Laughing</subject><subject>Male</subject><subject>Medicine</subject><subject>Peers</subject><subject>Pets</subject><subject>Play and Playthings</subject><subject>Schools</subject><subject>Social and Behavioral Sciences</subject><subject>Social Behavior</subject><subject>Social isolation</subject><subject>Studies</subject><subject>Tactile</subject><subject>Teachers</subject><subject>Therapists</subject><subject>Toys</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>DOA</sourceid><recordid>eNptUl2L1TAQLaK46-o_EA344su9Jpk2TV8EWfxYWPBBfZQwTabbXNrmmrQr--_N9XaXXRECGU7OnJwZTlG8FHwroBbvdmGJEw7bfZhoy3lVc8EfFaeiAblRksPje_VJ8SylXSaBVuppcSKhVLrh8rT4-S1YjwNrqcdrH2JifrKRMFEumO394CJN7Lefe4bL7NN4wOee2D5SoskSCx3DyY84JGbDuMdIjs0hn5v0vHjSZZxerPdZ8ePTx-_nXzaXXz9fnH-43NhKqnlTqVrXlVMoEDorUaNrpKyl4C0o1NxCC1Q6XTqATiG6jttWq66BhiQ4grPi9VF3P4Rk1s0kIwC41kJVKjMujgwXcGf2MfuNNyagN3-BEK8MxtnbgYxsoJRlXpRsXems0xzriteqrVptVY1Z6_3629KO5CxNc8ThgejDl8n35ipcG6h0KUBmgberQAy_FkqzGX2yNAw4UVgOvkW2rGTdZOqbf6j_n648smwMKUXq7swIbg5pue0yh7SYNS257dX9Qe6abuMBfwBZXL4c</recordid><startdate>20130227</startdate><enddate>20130227</enddate><creator>O'Haire, Marguerite E</creator><creator>McKenzie, Samantha J</creator><creator>Beck, Alan M</creator><creator>Slaughter, Virginia</creator><general>Public Library of Science</general><general>Public Library of Science (PLoS)</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7QG</scope><scope>7QL</scope><scope>7QO</scope><scope>7RV</scope><scope>7SN</scope><scope>7SS</scope><scope>7T5</scope><scope>7TG</scope><scope>7TM</scope><scope>7U9</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8AO</scope><scope>8C1</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>C1K</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FR3</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>H94</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB.</scope><scope>KB0</scope><scope>KL.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>M7P</scope><scope>M7S</scope><scope>NAPCQ</scope><scope>P5Z</scope><scope>P62</scope><scope>P64</scope><scope>PATMY</scope><scope>PDBOC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>RC3</scope><scope>7X8</scope><scope>5PM</scope><scope>DOA</scope></search><sort><creationdate>20130227</creationdate><title>Social behaviors increase in children with autism in the presence of animals compared to toys</title><author>O'Haire, Marguerite E ; McKenzie, Samantha J ; Beck, Alan M ; Slaughter, Virginia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c526t-567875d6a1a3fc2a8ad9227210b36a80c3b3e4d84d33f6aadf0cb86f939e23de3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Adolescent</topic><topic>Animal assisted therapy</topic><topic>Animals</topic><topic>Autism</topic><topic>Autistic Disorder - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>O'Haire, Marguerite E</au><au>McKenzie, Samantha J</au><au>Beck, Alan M</au><au>Slaughter, Virginia</au><au>Reid, Vincent M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Social behaviors increase in children with autism in the presence of animals compared to toys</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2013-02-27</date><risdate>2013</risdate><volume>8</volume><issue>2</issue><spage>e57010</spage><epage>e57010</epage><pages>e57010-e57010</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys.
Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling.
Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys.
These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>23468902</pmid><doi>10.1371/journal.pone.0057010</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescent Animal assisted therapy Animals Autism Autistic Disorder - diagnosis Behavior Child Child, Preschool Children Children & youth Classrooms Communication Data processing Emotions Female Group dynamics Guinea pigs Handbooks Humans Intervention Laughing Male Medicine Peers Pets Play and Playthings Schools Social and Behavioral Sciences Social Behavior Social isolation Studies Tactile Teachers Therapists Toys |
| title | Social behaviors increase in children with autism in the presence of animals compared to toys |
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