The process of animal therapy alters between each program and animal. Typically, sessions involving horses and dolphins will be held outside while ones with dogs and domesticated animals occur either inside or out. Correspondingly, sessions vary in frequency, fluctuating between eight to ten weeks or even 12 months (Ward, Whalon, and Rusnak 2191). Before the lesson begins, tests and interviews with parents and teachers are completed to determine how severe the child’s autism is and the amount of assistance entailed. It is imperative for the teachers to keep in mind that each child requires different needs and cannot always be grouped as one. After everything is sorted out and the children are situated into groups, classroom sessions start.
…show more content…
Small forms of contact with the animals is the first step to developing a connection with the animal. Each group moves at their own pace in order to ensure maximum comfort, for example, during therapeutic riding one group was using reins at week four while the other didn’t achieve that skill until the eighth week (Ward, Whalon, Rusnak 2193). Soon after, larger advancements are made towards the ultimate goal of improvement. Naturally, the children desire to be with the animal and choose to interact with people in order to do so. In the course of dolphin therapy, the children are supervised by a trainer to perform deep water contact and interaction with the dolphin (MdYusof, Chia 60). Once the children have become associated with the animals, special relationships start to develop. During the last session of dog therapy, the child with ASD accepted the dog and could look at the dog’s face without drawing back (Prothmann, Ettrich 168). In other words, the child now perceives the horse, dolphin or dog as a companion and feels love towards him. This stage is especially significant because it is when doors to social interactions open up. As a result of consistent interaction and encouragement from the child’s therapy animal, the children become more aware of their surroundings, finding it easier to make eye contact and hold conversations with people, however short it may
Small forms of contact with the animals is the first step to developing a connection with the animal. Each group moves at their own pace in order to ensure maximum comfort, for example, during therapeutic riding one group was using reins at week four while the other didn’t achieve that skill until the eighth week (Ward, Whalon, Rusnak 2193). Soon after, larger advancements are made towards the ultimate goal of improvement. Naturally, the children desire to be with the animal and choose to interact with people in order to do so. In the course of dolphin therapy, the children are supervised by a trainer to perform deep water contact and interaction with the dolphin (MdYusof, Chia 60). Once the children have become associated with the animals, special relationships start to develop. During the last session of dog therapy, the child with ASD accepted the dog and could look at the dog’s face without drawing back (Prothmann, Ettrich 168). In other words, the child now perceives the horse, dolphin or dog as a companion and feels love towards him. This stage is especially significant because it is when doors to social interactions open up. As a result of consistent interaction and encouragement from the child’s therapy animal, the children become more aware of their surroundings, finding it easier to make eye contact and hold conversations with people, however short it may