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Animal Assisted Interventions in Schools: A Qualitative Case Study of How Students with Emotional or Behavioral Disabilities Respond to the Use of Therapy Dogs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Animal Assisted Interventions in Schools: A Qualitative Case Study of How Students with Emotional or Behavioral Disabilities Respond to the Use of Therapy Dogs./
作者:	Shiverdecker, Kathleen Hartman.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	180 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643283
ISBN:	9798538169184

Animal Assisted Interventions in Schools: A Qualitative Case Study of How Students with Emotional or Behavioral Disabilities Respond to the Use of Therapy Dogs.
Shiverdecker, Kathleen Hartman.

Animal Assisted Interventions in Schools: A Qualitative Case Study of How Students with Emotional or Behavioral Disabilities Respond to the Use of Therapy Dogs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 180 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

Children with emotional and behavioral disabilities who would potentially benefit from Animal Assisted Intervention (AAI) with therapy dogs do not have consistent access to this type of intervention in school settings due to a lack of defined policies and processes at both individual school and district levels. The focus of this qualitative descriptive case study was to explore how one elementary school in a school district in Colorado navigated the early implementation phases of an AAI program. The guiding framework in this study included Thodberg, Berget, and Lidfors' AAI model and Gee and Griffin's theory of HAI in the school setting. Eleven individuals, including school leaders and educators, participated in the study. Sources of data included semi-structured interviews, a focus group and archival records that represented the timeline of the implementation process. Data were thematically analyzed using Saldana's cycle 1 and cycle 2 coding methods. Five themes emerged from the data analysis: (a) implementation of AAI programming in a school context is inconsistent due to lack of a defined policy framework to support the program, (b) implementation processes for AAI programming are enhanced by clear and consistent communication, (c) AAI program realities became more visible during the implementation process, (d) stakeholder engagement is an essential factor in the implementation of AAI programming, and (e) student outcomes related to AAI in social, emotional, behavioral, and academic contexts were visibly and measurably positive. Results indicated that defined implementation frameworks, policy guidelines, and communication plans related to the implementation of AAI programming in schools would first benefit the practitioners facilitating the program by creating stable support structures, and would ultimately benefit students by affording consistent, predictable, and equitable access to a potentially significant intervention.

ISBN: 9798538169184Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Academic Intervention

Animal Assisted Interventions in Schools: A Qualitative Case Study of How Students with Emotional or Behavioral Disabilities Respond to the Use of Therapy Dogs.
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