When a dog becomes part of therapy.
How dog-assisted interventions can create opportunities for learning, communication and wellbeing for children with disabilities.
By Pascale Saravelli, canine educator and co-director at Social Dogs Mallorca.
There is something special about the way many dogs interact with people. Their presence can spark curiosity, encourage participation, and create opportunities for connection where words are not always necessary.
For some children with disabilities, this relationship can become part of a therapeutic or educational experience. When incorporated into a professional program, a dog can help support goals related to communication, participation, learning, or emotional wellbeing.
But what actually happens during a dog-assisted intervention session? What can an animal contribute, and what should we consider to ensure the experience is positive for both the child and the dog?
Much more than petting a dog
When we think of a therapy dog, we might imagine a child petting the dog while they both enjoy a quiet moment together. That scene may be part of a session, but dog-assisted interventions go much further.
These are planned programs that incorporate an animal to work toward specific goals. Depending on each participant’s needs, they may address communication, social interaction, motor skills, attention, learning, or emotional wellbeing.
The fundamental difference is that the aim is not simply to spend time with a dog. There is a defined purpose, activities are adapted to the individual, and a professional team is responsible for planning and evaluating the process.
It is therefore important to distinguish between the benefits of living with an animal and those of a professionally guided animal-assisted intervention. Both experiences can be valuable, but they are not the same.
What can a dog offer a child with a disability?
There is no universal answer. Every child has their own abilities, needs, preferences, and ways of relating to others. Goals should be established individually, without assuming that the same activity will work equally well for everyone.
Communication and social interaction
A dog can become a shared point of interest. Talking about the dog, choosing an object for an activity, describing what the dog is doing, or taking part in a shared task can create opportunities to practice different forms of communication and interaction.
Communication does not always mean speaking, either. Pointing, looking, gesturing, choosing between different options, or using augmentative and alternative communication systems can all be part of an adapted activity.
Movement and coordination
Some activities may involve simple movements, such as brushing the dog, placing an object in a container, preparing the materials needed for a task, or taking part in a short activity involving movement.
Depending on how the intervention is designed, these tasks may provide opportunities to work on coordination, motor planning, or specific functional skills. The key is to adapt each activity to the child’s abilities and needs, without turning participation into an obligation.
Attention, motivation, and learning
A dog’s presence may capture some children’s interest and provide a motivating context for certain activities.
For example, counting objects to prepare for a task, following a sequence of actions, or recognizing simple instructions can be ways to incorporate the animal into an educational or therapeutic activity.
This does not mean that a dog automatically improves attention or learning. Rather, for some participants and under certain circumstances, a dog may help them engage in activities with clearly defined goals.
Emotional wellbeing and confidence
For some children, interacting with a dog can be enjoyable and provide opportunities to experience pleasure, connection, or a sense of achievement. Sharing an activity and observing how the animal responds can also contribute to a positive experience.
However, we should not assume that every child finds contact with a dog comforting. Some may feel afraid, uncomfortable, or simply uninterested. Respecting these responses without forcing interaction is also an essential part of a well-designed intervention.
Research into these interventions in educational and disability-related settings has reported promising findings in some areas, but results vary. More robust studies are still needed to determine what benefits can be expected, for whom, and under what conditions.
What does a dog-assisted intervention session look like?
There is no single approach. Sessions may take place in educational, healthcare, or social care settings, among other environments suitable for the program.
Before sessions begin, professionals define the goals and design activities adapted to the child’s needs. They also assess whether including a dog is appropriate, taking into account factors such as the child’s preferences, possible allergies, fear of animals, and safety requirements.
During a session, the dog may participate in activities such as:
Preparing the materials needed for a task.
Choosing between different objects for an activity.
Practicing turn-taking and sequences of actions.
Taking part in structured games designed to work toward specific goals.
Participating in simple care activities, such as brushing, when appropriate and when both the child and the dog are comfortable.
The dog does not replace the therapist or educational professional. Instead, the dog is part of a human–animal team, and its participation is integrated into an intervention led by qualified professionals.
It is also important to remember that the child does not need to touch the dog. Observing the animal, participating from a distance, or completing an activity without direct contact can all be perfectly valid options.
The dog’s wellbeing is part of the intervention, too.
Talking about dog-assisted interventions also means talking about the animal’s needs.
A dog is not automatically suited to participating in therapy simply because it is sociable, calm, or affectionate. Careful selection, specific preparation, and gradual familiarization with the environments and situations in which the dog will participate are all necessary. The dog’s wellbeing must be monitored continuously.
The dog also needs breaks, rest, water, space, and the freedom to move away when needed. Signs of discomfort must be recognized and respected. We cannot expect a dog to tolerate every interaction simply because it is taking part in a session.
It is equally important to teach the child how to interact with the dog respectfully: not to chase the dog, invade its space while it is resting, or force contact.
A dog that remains still is not necessarily enjoying the interaction. That is why the team needs to understand canine body language and be able to distinguish comfortable participation from a stressful situation.
If the dog needs to withdraw, the activity must be adapted or stopped. The dog’s wellbeing is not an optional extra in the intervention; it is one of its fundamental requirements.
Can any dog take part?
Not all dogs enjoy the same activities or feel comfortable in every environment. To participate in an assisted intervention, a dog must have the characteristics suited to the work involved and receive preparation that meets its individual needs.
Selection should not be based solely on breed, size, or appearance. What matters includes the individual dog’s temperament, its ability to cope with different situations, how well it recovers after an unexpected stimulus, and whether it is willing to participate.
Even a well-prepared dog can have an off day or need to rest. The team must therefore be able to interpret the dog’s behavior and adapt or stop the activity whenever necessary.
What should families consider?
If a family is considering this type of intervention, it may be helpful to ask a few questions:
What specific goals are being addressed, and how will progress be evaluated?
What training and experience do the professionals responsible for the program have?
How is the dog selected, prepared, and monitored?
How is the intervention adapted to the child’s needs and preferences?
What happens if the child does not want to interact with the dog, or if the dog needs a break?
These questions can help families distinguish a professional program from an activity that simply includes animals. The presence of a dog, on its own, does not guarantee a therapeutic benefit.
It is also important for the intervention to form part of an approach tailored to the individual child, rather than being treated as a substitute for any healthcare, educational, or therapeutic support they may need.
A relationship that opens up opportunities
Dogs can create opportunities for connection, participation, and learning that are worth exploring. For some children, these experiences may be meaningful; for others, they may not be the most suitable option. The important thing is to start with the individual, their needs, and their preferences, without assuming that everyone will benefit in the same way.
And there is something we should never forget: the dog is also an individual, with its own preferences, boundaries, and needs. It is not there simply to produce a result; it is part of a relationship that deserves care and respect.
When an intervention is designed around clear goals, trained professionals, and respect for both participants, a dog can become a valuable partner within a broader process of development and wellbeing.
Because it is not just about what a dog can offer a child. It is also about creating an experience in which both can feel safe, respected, and able to participate.
At Social Dogs, we believe in building relationships with dogs based on knowledge, respect, and mutual wellbeing. Understanding their needs is also a way of better caring for the people they share their lives with.
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