Virginia AHPERD_Winter2022

Schuck, S.E., Emmerson, N.A., Fine, A.H., & Lakes, K.D. (2015). Canine-assisted therapy for children withADHD: Pre liminary findings from the positive assertive cooperative kids study. Journal of Attention Disorders, 19 (2), 125-137. https:// Shaw, D. (2013). Man’s best friend as a reading facilitator. Reading Teacher, 66 (5), 365-371. TRTR.01136 Uccheddu, S., Albertini, M., Pierantoni, L., Fantino, S., & Pir rone, F. (2019). The impacts of a reading-to-dog programme on attending and reading of nine children with autism spec trum disorders. MDPI: Animals, 9 (8), 1-12. https://doi. org/10.3390/ani9080491 Wilder, A., Craig, P. J., & Frye, M. S. (2014). Therapeutic rec reation empowering kids: Exploring best practices in transi tion. American Journal of Recreation Therapy , 13 (2), 33-48.

study. Child Youth Care Forum, 43 (6), 655-673. https://doi. org/10.1007/s10566-014-9262-1 Lewis, H. (2017). Tales with tails: Why bringing dogs into class rooms may reap rewards. English 4-11 University of Wales, Trinity Saint David, 60 (1), 11-13. Perkins, E. C. (2017). When reading gets ruff: Understanding the literacy experiences of children engaged in a canine-assisted reading program (Publication No. 10253933) [Doctoral Dis sertation, University of Rochester - Warner School of Educa tion]. ProQuest Dissertations Publishing. Rincón, L.L., Martín, B.R., Sánchez, M.A., Villafaina, S., Mer ellano-Navarro, E., & Collado-Mateo, D. (2021). Effects of dog-assisted education on physical and communicative skills in children with severe and multiple disabilities: A pilot study. MDPI: Animals, 11 (6), 1-14. ani11061741

WINTER 2022 • Virginia AHPERD • 5

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