background the field Interdisciplinary n PT, OT, SLP , psychology, - PDF document

10/25/15 ¡ background ¨ the field ¤ Interdisciplinary n PT, OT, SLP , psychology, n education, social work, HUMAN-ANIMAL INTERACTION n nursing, medicine FOR INDIVIDUALS WITH n veterinary medicine, neurology DEVELOPMENTAL DISABILITIES n child development ¤ Nebulous, Growing October 22, 2015 ¤ Terminology is complex Animal Matters Lecture n Pet therapy, hippotherapy, anthrozoology, etc. Jennie Dapice Feinstein PhD, OTR/L Occupational Therapist, Perkins School for the Blind foundation animal health ¨ developmental disabilities (DD) ¨ animal health takes precedence over client needs ¨ animal should be ¤ healthy, so as to reduce the bi-directional risk of ¨ human-animal interaction (HAI) transmission of zoonoses ¤ behaviorally appropriate for the program ¨ occupational therapy (OT) ¤ protected from being harmed by participation in the program. ¨ animal health (from AVMA Wellness Guidelines) animal-assisted interventions (AAI) HAI terminology ¨ Animal-Assisted Interventions (AAI) ¡ ¡ ¤ Animal-Assisted Therapy (AAT) Intervention Legal Administered Population examples access by served n Hippotherapy (HPOT) Animal-Assisted No Licensed Therapist People with Hippotherapy ¤ Animal-Assisted Activities (AAA) Therapy within scope of disabilities Equine Facilitated practice Psychotherapy n Therapeutic Riding Animal-Assisted No Anyone (should Anyone Visiting animal n Animal-Assisted Education (AAE) Activities receive training) programs ¨ Facility animals Therapeutic riding Assistance Animals Yes Provided by training People with Service dogs ¨ Companion animals organizations disabilities Helper monkeys Guide horses ¨ Service animals 1 ¡

10/25/15 ¡ animal-assisted therapy (AAT) hippotherapy (HPOT) (definition from PetPartners and IAHAIO) ¨ goal-oriented intervention, planned, structured, measured and ¨ Is a type of AAT documented ¨ administered by an occupational, physical, or speech ¨ animal (that meets specific criteria) is intentionally included as therapist part of the treatment process ¤ specially trained to utilize the movement of the horse to facilitate ¨ designed to promote therapeutic gains in human physical, improvements in their clients/patients social, emotional, and/or cognitive functioning ¤ use traditional therapy techniques and incorporate the movement of the horse as part of their treatment strategy ¨ directed by a formally trained health/human service ¤ Evaluate individual needs, address individual goals, document progress professional within the scope of their profession who knows both animal and human involved ¨ examples animal-assisted activities (AAA) therapeutic riding (definition from Pet Partners and IAHAIO) ¨ planned and goal oriented informal interaction or — teaching individuals with disabilities to ride horses visitation — as with other recreational activities (swimming, martial ¨ provides opportunities for motivational, educational, arts), can provide: recreational, and/or therapeutic benefits ¡ sensory input ¨ designed to enhance quality of life ¡ opportunities for interaction with peers ¨ delivered in a variety of environments by specially trained professionals, paraprofessionals, and/or ¡ community participation (special olympics) volunteers ¡ opportunity to learn/master a skill ¨ human-animal team should have some training and screening ¨ examples AAA in a recreational setting facility animal ¨ fairly loose in requirements: -lives with a facilitator who is responsible for care ¤ Suitable animal --Enough personnel -lives in a facility ¨ can be a casual interaction or an organized group. Examples: -variety of species ¤ Weekly social group with a group facilitator, volunteer handler, and ¨ depending on the setting, population, and human multiple children, similar to 4-H or scouts service professional working with the animal, facility ¤ Visiting animal programs: a visiting animal and its handler visit a local school for children. animals can provide AAT or AAA. ¨ Not direct therapy, but therapists can recommend to families ¨ example 2 ¡

10/25/15 ¡ presentation/what AAT looks like children with developmental disabilities ¨ often have ¨ settings: ¤ sensory differences (as described in Grandin, 2011) ¤ home, school, clinic, farm ¤ motor control problems ¨ providers: n fine motor (difficulty using hands as needed) ¤ private therapist, school district therapist n gross motor (limited mobility or use of arms or legs) ¨ intervention: ¤ combination cause difficulties with daily living skills ¤ group or individual ¨ animal: ¤ horse, dog, cat, guinea pig, bird Activity ideas to address specific AAT in a home, school or clinic setting treatment areas ¤ sensory processing, registration and modulation ¨ as AAT definition: n animal can lay next to or on child ’ s lap, providing deep ¤ goal directed, documented pressure. ¤ Administered by an OT who is registered n animal provides multiple textures to expose child to slowly and licensed to practice within the scope of (fur, tongue, paws) their profession ¤ promote independence with ¨ personnel issues functional self-help skills ¨ animal is a partner in treatment process activity ideas to address specific demo with Norm treatment areas ¨ motor function ¨ therapeutic activities: directed activities to achieve therapy goals ¤ play touch the tail, ear, foot, etc. to challenge/facilitate stretching, balance ¤ deep pressure activities ¤ have a cape on the animal with fasteners and ask the child ¤ interactive activities to support social goals to complete them ¤ activities to improve Range of Motion ¤ place small felt “ fleas ” on the animal and ask the child to pick them off ¤ activities to improve fine motor skills ¤ activities to improve gross motor skills ¨ Play and social skills ¤ video 1 Zachary ¤ video 2 Zachary 2 3 ¡

10/25/15 ¡ the role of the therapy provider effects of AAI on clients with autism similar to role when using other modalities: ¨ provides significant sensory input: decreased sensory seeking or sensory aversive behaviors ¨ ensure you as a practitioner have proper training ¤ deep pressure and vestibular input ¨ ensure clients’ safety and be aware of signs of ¤ tactile input (animal hair, saddle or pad, reins, brush) stress ¤ environment contains lots of auditory and visual information ¨ ensure animal’s suitability and safety and be aware ¨ increased communication/verbalization of signs of stress ¨ improved cognitive skills via ability to follow multi ¤ follow AVMA wellness guidelines step directions ¨ educate clients and families on modality and ¨ improved balance and motor skills requirements ¨ (my observations: not proven in the literature) ¤ contraindications ¡ look to the literature literature (cont’d) ¨ Sams, M.J., Fortney, E.V., & Willenbring, S. (2006). ¨ Grandin, T. (2011). People with autism often have Occupational therapy incorporating animals for children with ¤ difficulty w transitions(attention shifting), categorical, sensory autism: A pilot investigation. based thinking (as animals do), highly varied response to ¨ Incorporated animals into OT practice in an outpatient animals clinical setting, AAT treatment to traditional OT ¤ animals can provide companionship, motivation to participate in therapy, safety/stability treatment. ¨ Burrows et al. (2008) matched a “service” dog full ¨ Found that children who received AAT demonstrated time with a family with a child with autism (skilled ¤ significantly more social interactions companion assistance animal). ¤ enhanced motivation ¤ greater treatment gains ¤ Found that the animals: calmed the child, decreased tantrum & bolting behavior ¡ ¨ than children exposed to traditional therapy. ¡ literature (cont ’ d) research related issues ¨ Stoner, J. (2007). Efficacy of Hippotherapy as a Treatment ¨ Wilson & Barker (2003) Strategy for Children with Autism ¤ difficulty blinding ¨ Children ages 4-10 with dx of PDD or autism ¤ presentation of HAI/AAT so different ¨ Weekly parent/caretaker questionnaire ¤ Presentation of AAT clients so varied ¨ Sensory Profile pretest /posttest ¤ long term outcomes difficult to measure/identify ¨ Results: causality ¤ Improvements in multisensory and auditory processing, as well as ¤ No established outcome measures modulation of sensory input. ¤ No established protocol 4 ¡