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Behavioral Sciences
Special Issues
Animal-Assisted Interventions for Neurodivergent Individuals: Advancing Research, Practice, and Well-Being
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Animal-Assisted Interventions for Neurodivergent Individuals: Advancing Research, Practice, and Well-Being

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 31 October 2025 | Viewed by 3037

Special Issue Editors

Dr. Niko Kargas

E-Mail Website
Guest Editor
Autism Research Innovation Centre, University of Lincoln, Lincoln LN6 7TS, UK
Interests: autism & mental health; clinical audit & service evaluation; animal-assisted interventions; educational technologies; language learning
Dr. Ana Maria Barcelos

E-Mail Website
Guest Editor
School of Life Sciences, University of Lincoln, Lincoln LN6 7TS, UK
Interests: human-animal interaction
Dr. Matina Tsiora

E-Mail Website
Guest Editor
Autism Research Innovation Centre, University of Lincoln, Lincoln LN6 7TS, UK
Interests: cognitive neuropsychology; sleep; mental health; animal-assisted interventions for neurodivergent populations

Special Issue Information

Dear Colleagues,

We are pleased to invite contributions to our Special Issue on animal-assisted interventions (AAIs) for neurodivergent individuals. AAIs, including animal-assisted therapy (AAT), animal-assisted education (AAE), and animal-assisted activities (AAAs), have gained increasing recognition for their potential to enhance social, emotional, and cognitive well-being among neurodivergent populations, including individuals on the autism spectrum. The profound human–animal bond offers promising avenues for therapeutic and educational support, yet further research is needed to refine evidence-based practices and explore their broader implications.

This Special Issue seeks to compile cutting-edge research exploring the efficacy, mechanisms, and practical applications of AAIs for neurodivergent individuals across their lifespan. We welcome original research articles, systematic reviews, and theoretical papers on topics including, but not limited to, the following:

  • The effectiveness of AAT, AAE, and AAAs in supporting neurodivergent individuals;
  • Implementation strategies in clinical, educational, and community settings;
  • The role of companion animals in mental health and daily functioning;
  • Neurobiological and psychological mechanisms underlying AAIs;
  • Ethical considerations, best practices, and policy recommendations.

We encourage submissions from researchers, practitioners, and interdisciplinary experts to foster a comprehensive understanding of AAIs and their impact. If a sufficient number of high-quality papers is received, the Special Issue may be compiled into a book format.

We look forward to your valuable contributions to this important field.

Warm regards,

Dr. Niko Kargas
Dr. Ana Maria Barcelos
Dr. Matina Tsiora
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • neurodiversity
  • autism spectrum
  • animal-assisted interventions (AAIs)
  • animal-assisted therapy (AAT)
  • animal-assisted education (AAE)
  • animal-assisted activities (AAAs)
  • companion animals
  • well-being
  • evidence-based practices
  • human–animal bond

Benefits of Publishing in a Special Issue

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

23 pages, 307 KiB  
Article
The Acceptability of Occupational Therapy Using Zones of Regulation™ Concepts in an Equine Environment to Autistic Children
by Jacqueline M. Browne, Sarah Jean Reega, Ellen M. Rankins, Arlene A. Schmid and B. Caitlin Peters
Behav. Sci. 2025, 15(4), 495; https://doi.org/10.3390/bs15040495 - 8 Apr 2025
Viewed by 630
Abstract
Autistic children often have impaired self-regulation which can impact daily functioning and life outcomes. Occupational Therapy Using Zones of Regulation™ Concepts in an Equine Environment (OT-ZOR-Equine) is a standardized intervention that integrates both the Zones of Regulation™ curriculum and horses into occupational therapy [...] Read more.
Autistic children often have impaired self-regulation which can impact daily functioning and life outcomes. Occupational Therapy Using Zones of Regulation™ Concepts in an Equine Environment (OT-ZOR-Equine) is a standardized intervention that integrates both the Zones of Regulation™ curriculum and horses into occupational therapy to address self-regulation in autistic children. We aimed to assess the acceptability of OT-ZOR-Equine to participating autistic children. A qualitative descriptive research study was conducted with six autistic children ages 7–9 years who received ten weeks of OT-ZOR-Equine. Children participated in semi-structured interviews that used questions guided by the Theoretical Framework of Acceptability. We analyzed interview transcripts using directed content analysis. Autistic children found OT-ZOR-Equine to be generally acceptable. The children especially enjoyed horse riding but found the Zones of Regulation™ curriculum and certain aspects of riding to be less acceptable. Tailoring OT-ZOR-Equine to integrate each client’s preferences and needs may make this intervention more acceptable to autistic children. The findings of this study support the continued use of and research on OT-ZOR-Equine or similar occupational therapy interventions that integrate horses to influence self-regulation in autistic children. Full article
(This article belongs to the Special Issue Animal-Assisted Interventions for Neurodivergent Individuals: Advancing Research, Practice, and Well-Being)
21 pages, 303 KiB  
Article
‘He’s Practising His Learned Social Skills on the Cat’: A Mixed-Methods Investigation of Parental Perspectives of the Role of Pets in Autistic Children’s Social Skills and Wellbeing
by Claire Wilson, Carrie Ballantyne and Roxanne D. Hawkins
Behav. Sci. 2025, 15(4), 419; https://doi.org/10.3390/bs15040419 - 25 Mar 2025
Viewed by 366
Abstract
Evidence suggests that autistic children spend less time engaging in social interactions than their neurotypical peers which can negatively impact their wellbeing. Researchers, educators, and parents must consider how we address this. A possible facilitator of autistic children’s social skills and a protective [...] Read more.
Evidence suggests that autistic children spend less time engaging in social interactions than their neurotypical peers which can negatively impact their wellbeing. Researchers, educators, and parents must consider how we address this. A possible facilitator of autistic children’s social skills and a protective factor for their psychological health is the role of pets and the human–pet bond. The study examined parental reports of autistic children’s attachment to their pet (dog or cat), positive and negative behaviours with that pet, and how this relates to prosocial behaviour, peer problems, and psychological health (emotional difficulties, conduct problems, hyperactivity/inattention). Sixty-five parents with an autistic child completed quantitative measures to assess these variables. Participants also completed qualitative questions aimed at understanding their perceptions of the impact of pets on their child. A regression analysis showed that children’s positive behaviour towards the pet predicted their prosocial behaviour (β = 0.40 p = 0.006). No other regression models were statistically significant. A thematic analysis of the qualitative responses highlighted four themes in relation to parents’ perceptions of the positive impacts of pets on their child. These were (1) Anxiety, Emotion Regulation, and Sleep; (2) Understanding of Self and Other; (3) Communication, Friendships, and Social Interactions; and (4) Comfort and Psychological Health. One theme was identified in relation to the negative impact of pets: (5) Pet-Related Anxiety and Concerns. The findings have implications which can inform guidelines to help parents make decisions about pet ownership and how to foster meaningful relationships between autistic children and their pets. Full article
(This article belongs to the Special Issue Animal-Assisted Interventions for Neurodivergent Individuals: Advancing Research, Practice, and Well-Being)
21 pages, 271 KiB  
Article
Supporting Families to ‘Make the Most’ of the Relationship Between Their Companion Dogs and Their Children with Autism Spectrum Condition: A Qualitative Exploration of the ‘Family Dog Service’
by Emily Shoesmith, Heidi Stevens, Selina Gibsone, Cari Miles, Hannah Beal, Kelly Jennings and Elena Ratschen
Behav. Sci. 2025, 15(2), 162; https://doi.org/10.3390/bs15020162 - 1 Feb 2025
Viewed by 1481
Abstract
Evidence suggests that assistance and therapy dogs can positively impact the mental and physical health of children with autism spectrum condition (ASC) and their families. However, these services are often costly and inaccessible. As an alternative, companion dogs (e.g., non-specialist-trained pet dogs) may [...] Read more.
Evidence suggests that assistance and therapy dogs can positively impact the mental and physical health of children with autism spectrum condition (ASC) and their families. However, these services are often costly and inaccessible. As an alternative, companion dogs (e.g., non-specialist-trained pet dogs) may offer similar benefits. To support families in selecting and training a dog to benefit the whole family, a charity named Dogs for Good has designed the Family Dog Service. This qualitative study aimed to explore the perceived impact of human–dog interactions and relationships for children with ASC and their families, and their perceptions of the Family Dog Service. Interviews were conducted with 16 parents of children with ASC who had engaged with the service within the last five years. Thematic analysis identified four main themes. These related to the positive impact of the companion dog on the child with ASC (e.g., enhanced focus and attention, reduction in loneliness, and reduced anxiety-based behaviours) and the parents (e.g., increased respite and wellbeing). However, parents also reported challenges of dog ownership (e.g., adjustment to routines and barriers associated with the development of the human–dog relationship). These challenges appeared to be mitigated by tailored guidance and support from the Family Dog Service. The findings indicate that companion dog ownership provided benefits to children with ASC and their families, similar to those reported for autism assistance dogs. While the findings do not suggest that companion dogs can replace the important role played by specialist trained assistance dogs, it is possible that reported benefits may occur due to the development of the human–dog relationship, facilitated by the support offered by the Family Dog Service. The service may provide a practical, valuable alternative in light of restrictions and challenges often associated with securing assistance dog placements. Full article
(This article belongs to the Special Issue Animal-Assisted Interventions for Neurodivergent Individuals: Advancing Research, Practice, and Well-Being)
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