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. 2012 Apr 26:5:199.
doi: 10.1186/1756-0500-5-199.

Effects of a dolphin interaction program on children with autism spectrum disorders: an exploratory research

Emílio Salgueiro  1 , Laura Nunes, Alexandra Barros, João Maroco, Ana Isabel Salgueiro, Manuel E Dos Santos
Affiliations

Effects of a dolphin interaction program on children with autism spectrum disorders: an exploratory research

Emílio Salgueiro et al. BMC Res Notes. .

Abstract

Background: Interaction programs involving dolphins and patients with various pathologies or developmental disorders (e.g., cerebral palsy, intellectual impairment, autism, atopic dermatitis, post-traumatic stress disorder, depression) have stimulated interest in their beneficial effects and therapeutic potential. However, the true effects observed in different clinical and psycho-educational setups are still controversial.

Results: An evaluation protocol consisting of the Childhood Autism Rating Scale (CARS), Psychoeducational Profile-Revised (PEP-R), Autism Treatment Evaluation Checklist (ATEC), Theory of Mind Tasks (ToM Tasks) and a custom-made Interaction Evaluation Grid (IEG) to evaluate behavioural complexity during in-pool interactions was applied to 10 children diagnosed with Autism Spectrum Disorders. The ATEC, ToM Tasks and CARS results show no benefits of the dolphin interaction program. Interestingly, the PEP-R suggests some statistically significant effects on 'Overall development score', as well as on their 'Fine motor development', 'Cognitive performance' and 'Cognitive verbal development'. Also, a significant evolution in behavioural complexity was shown by the IEG.

Conclusions: This study does not support significant developmental progress resulting from the dolphin interaction program.

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Figures

Figure 1
Figure 1
Study Timeline.
Figure 2
Figure 2
Scores of the total CARS and CARS’ factors. Values are the mean (± SEM) of 10 subjects.
Figure 3
Figure 3
PEP-R Developmental scales (A) and Behavioural Scales (B) scores. Values are the mean (± SEM) of 10 subjects.
Figure 4
Figure 4
Scores of ATEC. Values are the mean (± SEM) of 10 subjects.
Figure 5
Figure 5
ToM Task Scale scores. Values are the mean (± SEM) of 10 subjects.
Figure 6
Figure 6
Box-plots for the children’s behavioural complexity throughout the inside-the-pool interaction sessions. Top-whisker represents the maximal behavioural complexity for the children (up to 51 behaviours – see Methods); bottom-whisker represents the minimal behavioural complexity. The lower box limit represents the 1st quartile and the top box limit represents the 3rd quartile. The middle line in the box represents the median.
See this image and copyright information in PMC

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