ABSTRACT
This chapter describes theoretical constructs we believe contribute to the efficacy of these less studied ideas: dogs prime or optimize cognitive arousal, and enhance access to traditional therapies for children with disorders of executive function (EF), thereby making them ideal for promoting generalization of social and behavioral treatment gains. It discusses how dogs can feasibly and safely accompany and assist educators and other school personnel in real-world school-based settings with special populations. Many neurodevelopmental disorders of childhood are characterized by impaired EF, or, more specifically, deficits in inhibition, shifting mental set, and working memory. Evidence for the biological basis of HAI and how that interaction may contribute to well-being has been described by numerous investigators. Social skills training and behavioral parent training programs are the most empirically supported non-pharmacological interventions for children with Attention-Deficit/Hyperactivity Disorder (ADHD).
