Acceso usuarios
[2]
;
Laurence Henry
[1]
;
Marine Grandgeorge
[1]
(1) Background: Animals provide many benefits in children’s lives, but few studies assess the effects of animal presence—especially service dogs—in schools. This pilot study examined whether a year-long exposure to a service dog could improve facial expression recognition in adolescents with cognitive function disorders. (2) Method: Twenty-three adolescents participated: 10 with cognitive function disorders who were part of a specialized French teaching program (LUSI) that included a service dog (LUSI group), and 13 neurotypical adolescents who served as controls (not in LUSI, no service dog exposure). Participants assigned one of five facial expressions (sadness, joy, fear, neutral, anger) to images of human, dog, and cat faces at three intervals: before dog integration, at 5–8 months, and 11–14 months later (same intervals for controls). (3) Results: Identification of facial expressions of both dog (p = 0.001) and human (p = 0.01) but not cat (p > 0.05) faces by LUSI participants exposed to service dog improved with time. The performance of LUSI participants was better when they lived with various species of animals at home. Control participants’ performance did not change significantly (all p > 0.05). (4) Conclusions: After a school year, the presence of a service dog had helped adolescents with cognitive function disorders to better identify human and dog facial expressions.
