A Randomized Cross-over Exploratory Study of the Effect of Visiting Therapy Dogs on College Student Stress Before Final Exams

This exploratory study investigated the effect of visiting therapy dogs on college-student perceived and physiological stress the week prior to final exams. Students (n = 78) were randomly assigned to order of a therapydog intervention and attention-control condition, each 15 minutes long. Students completed the Perceived Stress Scale (PSS), a stress visual analog scale (SVAS), and provided saliva for measuring nerve growth factor (sNGF) and alpha amylase (sAA), prior to randomization. Saliva samples and SVAS were again collected after each condition. There was no effect of group order on demographics, PSS, or initial SVAS. Repeated measures models were used to analyze the complete data sets of 57 students. There were no significant differences in sAA between or within students completing the intervention and control conditions. sNGF was not subjected to analysis as most levels were undetectable. Significant differences in SVAS scores were found between the intervention and control condition, with large effect sizes. SVAS scores were lower following the intervention, regardless of condition order (intervention first, p = 0.0001, d = 1.87; intervention second, p = 0.0004, d = 1.63). No SVAS differences were found for the control condition. Based on these findings, campus events with visiting therapy dogs represent a costeffective, easily accessible activity to reduce perceived, but not physiological, stress for college students prior to final exams.     

The Role of Therapy Dogs in Speed and Accuracy to Complete Motor Skills Tasks for Preschool Children

ABSTRACT

The purpose of this study was to determine whether the presence of a therapy dog would affect the performance of a set of gross motor skills tasks for a mixed group of language-impaired and typical preschool children. The 14 children in the group were between four and six years old (four female and ten male); the two dogs were Miniature Poodles. The design was a two-way mixed model factorial, where a series of 10 gross motor skills tasks (e.g., long jump, high jump—labeled Type of Task) performed by the children served as one variable, and the presence or absence of the therapy dog (labeled Dog Presence) served as the other variable. In the dog-present conditions, the dog either performed the task immediately prior to, or at the same time as, the child. Time to complete each task and the accuracy of task performance as determined by a rating scale were determined from a review of experiment videotapes. The main effect of Dog Presence was significant (F_(1,36) = 7.471, p < 0.05, R² = 0.17). As predicted, the children completed the tasks faster when the dog was present (M = 10.88 s,SD = 9.84) than when the dog was absent (M = 13.86 s,SD = 12.64), but this effect was not present in the ratings data. This indicates that the presence of a therapy dog served as an effective motivator for the children, who performed faster, but without compromising accuracy, in all tasks but one. The interaction between dog presence and type of task was also significant (F_(9,71) = 3.67, p < 0.05, R² = 0.32) in the ratings data, indicating that the presence of the dog increased performance accuracy in some types of tasks, while decreasing it in others. Based on these results and the strong connection between motor skills and language development, the authors recommend a role for therapy dogs in speech and language development programs for preschool children.     

Dogs as an Adjunct to Therapy: Effects of Animal-Assisted Therapy on Rehabilitation Following Spinal Cord Injury

ABSTRACT

Approximately 17,000 new cases of spinal cord injury (SCI) are reported annually in the United States. Rehabilitation from SCI involves substantial mental, emotional, and physical challenges. Using a randomized controlled trial design, we assessed the efficacy of animal-assisted therapy (AAT) as an aid in rehabilitation following a SCI. We hypothesized that patients with SCI undergoing rehabilitation occupational therapy with AAT would demonstrate greater positive shifts in mood and outlook, reduced pain, and reduced stress compared with patients exposed to the same rehabilitation therapy but without AAT. Over four sessions of occupational therapy, 31 patients completed standard rehabilitation activities (control group) or rehabilitation activities integrating an animal therapy team (treatment group). Patients completed the Positive and Negative Affect Schedule (PANAS) and Numerical Rating Scale (NRS) at each session, had salivary cortisol sampled at the second session, and completed the Brief Pain Inventory at study baseline and exit. Data were analyzed using repeated measures ANOVAs and t-tests. The results revealed a small but significant effect of animal-assisted therapy on self-reported negative affect. Findings for group differences on positive affect, stress, and pain unpleasantness were null, although non-significant findings were in the hypothesized direction for several variables and yielded small effect sizes. Continued research is needed on the influence of AAT on mood improvement, stress reduction, and ultimately improved physical health outcomes during rehabilitation after SCI.     

Canine-assisted Speech Therapy for Children with Communication Impairments: A Randomized Controlled Trial

Developmental dysphasia (DD) is a disorder resulting in a communication impairment. Children diagnosed with this condition are usually referred to a speech therapist. Further to conventional speech therapy it is possible to adopt a complementary animal-assisted approach. For the present study, we assembled a cohort comprising 69 children diagnosed with DD. The children in the experimental group (n = 31; 21 male, 10 female) ranged from 4 to 7 years (M = 5.53 years, SD = 0.81 years). The control group was comprised of children (n = 38; 31 male, 7 female) aged from 4 to 6 years (M = 4.85 years, SD = 0.51 years). While the latter received traditional speech therapy, the experimental group experienced sessions enhanced by animal-assistance therapy (AAT) with a dog present for co-therapy purposes. As primary outcome measures, the Kwint-Stambak (KS) test was adopted (for assessing facial motricity), together with the Bruininks-Oseretsky (BO) test (for evaluating motor proficiency). Both of these revealed statistically significant improvement in some primary outcome measures for the experimental group over the control group. Regarding narrowing and shutting of the eyes, as well as filling up the cheeks with air and smiling (as measured by the KS test), the experimental group did significantly better than the control group. The inclusion of dogs in such therapy increased the chances of success in certain abilities, when assessed by the KS and BO tests (odds ratios for success: 1.6 and 2.0, respectively), compared with the control group. Canine-assisted speech therapy may be a valuable tool for enhancing the effect of speech therapy on children with DD, and we speculate that the reason for this relates to the nature of communication between children and companion animals.     

Low-Ability Secondary School Students Show Emotional,Motivational, and Performance Benefits when Reading to a Dog Versus a Teacher

Some research shows that reading to a dog can positively impact both reading attainment and attitude to reading in school children; however, most research to date has focused on primary school-aged children (4–11 years). In this study we used a series of comparisons to assess the immediate effects of reading to a dog versus a teacher on reading performance, reading motivation, and mood in low-attainment secondary school-aged students. Twenty participants, aged 11–12 years, were given four reading sessions in which they were asked to read to a dog for 5 minutes and to a teacher for 5 minutes, in a counterbalanced order. The final session was recorded and measures of reading performance were coded. Students were significantly more fluent, had improved pacing, and showed better reading behavior (such as confidence and posture) when reading to the dog compared with when reading to the teacher. Participants also reported experiencing more positive emotions and fewer negative emotions when reading to the dog compared with the teacher. However, an Attitude to Reading questionnaire revealed no significant differences in scores immediately following reading to the dog versus the teacher. Children were also asked to explain how they felt about reading to the dog (the positive and negative aspects). Thematic analysis revealed insights into the experience of participants, including emotional benefits, the impact of the therapy dog herself, and changes in attitude toward reading. This study suggests that when reading to a dog, compared with a teacher, benefits can be direct and immediate, and can include better reading performance, increased motivation, and more positive mood. Importantly, this study also indicates that reading to a dog can have a beneficial effect for this demographic in secondary schools.     

The Effect of a Canine-assisted Activity on College Student Perceptions of Family Supports and Current Stressors

Using data from a previously published study on effects of a canine-assisted activity (CAA) on college student stress the week before final examinations, we examined whether participation in this activity had effects on perceptions of 1) family supports (i.e., emotional distance to family members and pets) and 2) current stressors. A total of 74 students completed the Family Life Space Diagram (FLSD), which uses an individual's structured drawings of distances between symbols of self and living entities, organizations, and stressors to reflect “emotional distances.” Participants were randomly assigned to order of CAA or FLSD, which was the intervention study control condition. Groups completed the FLSD after participating in CAA (Group A, n = 34) or prior to CAA (Group B, n = 40). Participants were primarily white (56.8%) females (75.7%) with a mean age of 19.38 years (SD = 1.75). Significant differences with large effect sizes were found for both groups in distances between 1) self-closest and self-average family member (Group A: t = 7.02, df = 33, p < 0.001, d = 1.205; Group B: t = 6.25, df = 39, p < 0.001, d = 0.987) and 2) self-closest personal stressor (t = 2.93, df = 18, p = 0.009, d = 1.311) and self-average personal stressor (t = 2.54, df = 18. p = 0.020, d = 1.138). In both cases, Group A (FLSD following CAA) placed personal stressors in closer proximity to self. Although CAA did not affect students’ current perceptions of family and pet relationships, the intervention may have increased their abilities to cope with personal stressors. Modified stress theory supports the proposition that positive emotions associated with CAA engage positive coping strategies, resulting in more positive perceptions of stressors.     

Employee Attitudes about the Impact of Visitation Dogs on a College Campus

Therapy and visitation dogs are becoming more common on college campuses to provide comfort and support to students, but little attention has been given to the concerns of faculty and staff who share space with the dogs in their workplaces. The purpose of this study was to assess the perceptions of faculty and staff with regard to both the benefits and the hazards (e.g., dander, bites, fleas) and risks associated with the presence of visitation dogs in their workplaces. One hundred and thirty-eight employees who worked in buildings with resident visitation dogs completed an online survey about their perceptions of the hazards and risks of the dogs and the effects of dogs on the wellbeing of both students and employees. In general, employees perceived that the dogs presented minimal risks, and most employees believed that they can reduce stress and provide comfort to students on campus. There were a few employees, however, who reported that the dogs did not improve the work environment and conferred no benefits to the staff or students. The findings of the present survey support the mostly positive attitudes that people have for dogs in the workplace, but they also highlight a potential challenge: accommodating individuals who believe very strongly that dogs do not belong in work environments.     

Young Children’s Interpretation of Dogs’ Emotions and Their Intentions to Approach Happy,Angry, and Frightened Dogs

The current study aimed to investigate the extent to which young children’s risk of being bitten by a dog is explained by their inability to recognize the dog’s emotion and to behave appropriately around dogs. One hundred and seventeen children, aged 4 to 7 years, were shown 15 images and 15 video clips of happy, angry, and frightened dogs. After each image or clip, questions were asked to assess children’s accuracy and confidence in recognizing the emotional state and their inclination to approach the dog. Results indicate that children were least accurate when presented with frightened dogs, with only just over half of 4- to 5-year-olds accurately recognizing them. Children were inclined to approach frightened and happy dogs, but not angry ones, and this was true regardless of whether they had correctly identified the emotion or not. Therefore, the results suggest that although some children struggle to recognize when a dog is frightened, the more concerning issue is their lack of understanding of how to behave appropriately around dogs, especially those that are frightened. Learning how to behave appropriately around dogs should be key in any dog bite prevention program aimed at young children.     

Preschoolers Categorize Animate Objects Better in the Presence of a Dog

ABSTRACT

The current study was designed to examine whether preschool children categorize picture stimuli differentially in the presence of a real dog compared with a stuffed dog or a human. Seventeen preschool children (age in months; M = 51.67, SD = 8.06), both Typical and those with a developmental delay (“Identified”), were asked to categorize Animate and Inanimate objects into two environments (Farm and Ocean) in each of three Collaborator conditions (Real Dog, Stuffed Dog, and Human). As predicted, there was a main effect of animation: the children more accurately categorized Animate (e.g., cow) exemplars than Inanimate ones (e.g., tractor). Additionally, the Animation variable interacted with Collaborator, such that in the presence of the real dog the impact of animation was significant, but this effect was not significant in the presence of the stuffed dog or human. This result indicates that the presence of the real dog served as a highly salient stimulus which encouraged the children to focus more of their attention on other animate objects in the list. This result provides additional evidence that the presence of a dog helps preschool children to restrict their attention to the demands of the task. This is a new and interesting finding that indicates that the presence of a real dog does have an impact on cognitive task performance.     

The Presence of a Therapy Dog Results in Improved Object Recognition Performance in Preschool Children

ABSTRACT

The purpose of this study was to determine whether the presence of a dog would have an impact on object recognition memory performance of preschool children. This work represents an extension of previous research which found that preschoolers require fewer instructional prompts to complete this type of memory task when in the presence of a dog. If children require fewer instructional prompts it is possible that they are better able to focus on the task itself and as a result, improved memory performance is likely. Because the earlier experiment utilized a very simple version of the task that was readily completed by the preschool children, the overall performance data were at ceiling. The current study, involving 20 preschool children, included a manipulation of task difficulty through varying the number of distracters (one versus four) present at test. Increasing the number of distractors in a simple recognition task is known to make that task more challenging, and thus performance was expected to be slower and less accurate in the four distracter conditions relative to the one-distracter conditions. The collaborators in the study were either a therapy dog or a human. A two-way repeated measures design was used such that each child served as his/her own control and was tested in each of four separate conditions: dog present (one and four distracters) and human present (one and four distracters). The results showed that the preschool children performed the object recognition task faster and more accurately in the presence of the therapy dog relative to a human and also in the one-distracter versus four-distracter condition. The authors conclude that these effects result from increased focus and/or motivation resulting from the presence of the dog.     

Behavioral effects of the presence of a dog in a classroom

Abstract

To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation immigrant families. With parental consent, their behavior was videotaped for two hours every week, during “open teaching situations,” first during a one-month control period in the absence of dogs, followed by an experimental period of similar duration, when a dog was present in the classroom. Frequency and duration of all observable behaviors of individuals and their interactions were coded from these tapes. Although major individual differences were found in the children's interest in the dog and their behavioral responses, the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity; also, formerly withdrawn individuals became socially more integrated. Effects were more pronounced in the boys than the girls. Even though the children spent considerable time watching and making contacting with the dog, they also paid more attention to the teacher. We conclude that the presence of a dog in a classroom could positively stimulate social cohesion in children and provide a relatively cheap and easy means of improving teaching conditions.     

Preschoolers Make Fewer Errors on an Object Categorization Task in the Presence of a Dog

ABSTRACT

Previous research has shown that the presence of a dog can positively impact the speed at which preschoolers perform motor skills tasks and also their ability to adhere to instructions. The current study focused on the execution of a cognitive task—object categorization—by developmentally delayed and typical preschool children in the presence of a real dog, a stuffed dog, or a human. The real dog involved in this study was a Miniature Poodle. The children (n = 12) were asked to complete a match-to-sample task in which they had to choose a picture of an object that “goes with” another. Three categories of object exemplars were used: taxonomic, thematic, and irrelevant. The presence of the real dog resulted in significantly fewer irrelevant choices than either the stuffed dog or the human conditions. Additionally, results in this experiment were consistent with previous research, showing a developmental shift where younger children were more likely to make taxonomic than thematic choices, with the reverse true of the older children. These results indicate that the presence of the real dog does not appear to alter typical performance patterns seen in object categorization, but the fact that fewer errors were made in the presence of the dog indicates that the presence of the dog does have a positive impact on performance of this cognitive task. The authors discuss several possible explanations for this outcome.     

Living and Robotic Dogs as Elicitors of Social Communication Behavior and Regulated Emotional Responding in Individuals with Autism and Severe Language Delay: A Preliminary Comparative Study

The inclusion of animals and robots in therapeutic interventions for Autism Spectrum Disorder (ASD) has become more common. This study provides a first comparison between the potential of living versus robotic dogs to elicit social communication behavior and regulated emotional responses in individuals with ASD. Ten children and thirteen adults with ASD and severe lan- guage delay were tested for appropriate social communication behavior and cardiac autonomic functioning during a planned, structured interaction with an experimenter alone (no-stimulus condition), an experimenter accompanied by a living dog (dog condition), and an experimenter accompanied by a robotic dog (robot condition). A within-subjects design was followed to expose all participants to all three experimental conditions. Overall, participants (children and adults) showed a higher percentage of appropriate social behaviors in Living and Robotic Dogs as Elicitors of Social Communication Behavior and Regulated Emotional?…?the dog and the robot conditions than in the no-stimulus condition. In children, the living dog was more effective than the robotic dog in promoting social communication behavior. In adults, no such difference was found between the dog and the robot condition. Only the dog appeared to elicit a positive effect in cardiac autonomic functioning by increasing heart rate variability (HRV) and buffer- ing the decrease in parasympathetic activity due to interaction with the experimenter. The data are preliminary but relevant and warrant replication in larger-scale studies.     

Exploring Social (Non-working) Behavior in Guide Dogs from the Perspective of Guide Dog Owners

The guide dog partnership begins at the point of matching, when careful assessment of a trained guide dog and an understanding of the functional needs and expectations of the prospective owner are considered alongside each other. Guide Dogs UK invest much time and resources to the process of matching a client with a dog in order to fulfil client expectations and create a lasting partnership. This study explores: (1) the meaning and importance of social (non-working) behavior to guide dog owners; (2) how firsthand experience and knowledge shape individual owner expectations for behavior; and (3) how, and in what ways, social behavior impacts the guide dog partnership. The focus group method was used to collect qualitative data from a total of 11 participants. The data were analyzed using a thematic analysis procedure which identified six overarching themes: “social behavior to me means,” internal and external factors influencing social behavior, training and matching, socially desirable and undesirable behaviors, maintaining and managing social behavior, and practical and emotional issues. Findings show that social behavior is as important as guiding skills and mobility for guide dog owners, and behavioral compatibility is held to be crucial in a successful partnership. Participants put an emphasis on consistency of behavior in social settings, while recognizing that a guide dog's non-working behavior is subject to multifarious internal and external influences. The findings of this study indicate an opportunity for Guide Dogs UK, and similar assistance dog organizations, to observe fully the importance of social behavior and, in response, place even greater emphasis on lifestyle and behavioral compatibility when training dogs and matching them with clients.     

The Responsible Dog Owner: The Construction of Responsibility

ABSTRACT

Policy and campaigning messages related to dog ownership and welfare center on the concept of responsible ownership. However, the perspectives and experiences of pet owners and how they perceive and perform their responsibilities has not been studied in depth. This qualitative study used conversations about owning and walking dogs in order to elucidate beliefs and views about responsibility in dog ownership. Data comprised 12 in-depth interviews with dog-owning households, 14 short interviews with dog owners while walking their dogs or representing their breed at a dog show, and autoethnography of the first author’s experiences owning and walking dogs. All participants considered themselves responsible dog owners, yet there was great variation in key aspects of their dog-owning behavior. The feelings of responsibility were rooted in the valued unconditional and reciprocal love that owners believed underpinned their human–dog bond. Dogs were described as dependents, similar to, but different from, children. In deciding how to look after their dogs, owners sought to balance their views of dogs as kin, having individual needs to be met, with consideration of the needs of others. Four processes through which issues of irresponsible dog ownership may arise were suggested: owner–dog relationship being too weak or too strong; differences in interpretation of what is best for the dog; difficulties predicting and avoiding situations of conflict; and differences in tolerance of negative impacts of dog ownership. While “responsible dog ownership” has considerable appeal as a concept, how it is perceived and interpreted varies so extensively that simply telling owners that they should “be responsible” is of limited use as a message to promote behavior change. Facilitating “responsible dog ownership” and reducing “irresponsible dog owner” behaviors relies on a detailed understanding of the variables which influence how the dog’s role is constructed within the family and the wider society.     

Two Sides of the City: Dog-keeping Practices in Russian Urban Areas

This article examines dog–owner relations and dog ownership in Omsk, Russia. We describe typical dog-keeping practices and reveal how diverse urban environments can influence these practices. A two-stage survey was conducted in 2014 to determine the numbers and management of dogs owned. In total, some 1,583 households at the first stage of the research and 323 households at the second stage were interviewed face-to-face. About 23% of all households in Omsk owned dogs, but this proportion varied markedly for different parts of the city. In the city's single-story area, 71.5% of households had dogs, while in the multi-story area this was only 10.8%. Dog-keeping practices were different in these areas. Significant differences in these practices were shown for almost all aspects: the selection criteria, dog feeding, veterinary treatment, dog walking, the roles of dogs, and owners’ attitudes toward them. Owners living in the single-story area demonstrated a utilitarian or functional approach to their dogs—influencing the sex, size, and the breed of the animal. Dogs often lived outside the house; they were vaccinated and taken to the veterinarian less often than dogs from the multi-story area. The owners in the multi-story area described more affectionate feelings toward their dogs. This is reflected in both the choice and treatment of the animals. We observed a larger proportion of pedigree dogs, a larger proportion of female animals, more vaccinations, and the owners making a variety of purchases for their dogs.     

Acceptability of Animal-Assisted Therapy: Attitudes toward AAT,Psychotherapy, and Medication for the Treatment of Child Disruptive Behavioral Problems

Animal-assisted therapies (AATs) are not widely promoted in routine mental healthcare but represent a viable treatment option given positive perceptions of pets and growing evidence that animals provide meaningful contribution to psychological wellbeing. Relatively little is known about the general public's attitude toward AATs, especially in relation to more commonly used alternatives. This study compared the acceptability of four different treatment options (AAT, medication, psychotherapy, and no active treatment) for common externalizing behaviors in children. Parents from a community sample (N = 189) were presented with vignettes describing a child with symptoms of an externalizing behavior disorder and were asked to rate the acceptability of the four different treatment options. Participants rated AAT as a highly acceptable form of treatment and more acceptable than no active treatment and medication. However, AAT was rated as less acceptable than psychotherapy. Experiences with animals (both positive and negative) were unrelated to the acceptability of AAT. These findings suggest that AAT is viewed as a highly acceptable form of treatment for common externalizing behaviors and should be more systematically investigated as a treatment for children's mental health problems.     

Children with pets do not show higher empathy: A challenge to current views

Abstract

A group of children (n=137) were surveyed with respect to pet ownership and pet preferences to explore the link between the human–animal bond and empathy. The most notable findings—and contrary to our predictions—were: (1) there was no difference in empathy (Bryan Empathy Index) between pet owners and non-owners; (2) there was no correlation between empathy and attachment to pets (Companion Animal Bonding Scale); and (3) higher empathy scores were not related to pet-preference indicators. A more fine-grained examination of the pet-owning group only revealed differences with respect to type of animal owned. Higher empathy was evident with dog ownership as opposed to other pet types. However, this needs to be tempered by the equally interesting observation that lower empathy was related to cat ownership. Regardless of how ownership groups are configured, there is consistent evidence that differentiates cat owners (lower empathy) from dog owners (higher empathy). When pet ownership and pet preference are combined to form new groupings, again, the cat effects and dog effects are evident. Implications extend to the need: (1) for future research on the nature of the human–animal bond; (2) to explore the relationship between personality and animal bonding; and (3) to refine the questions surrounding the animal-based links to empathy, as well as other related constructs such as prosocial behaviour, compassion, self-esteem, self-control, autonomy, affection, stress, responsibility, and perhaps even emotional intelligence, career paths and community service.     

Religiosity and Support for Killing Animals: Evidence of a Curvilinear Relationship

ABSTRACT

Prior research shows that the correlation between religiosity and support for animal rights can be positive, negative, or zero. We hypothesized that this relationship may actually be curvilinear, where a moderate degree of religiosity may reduce support for killing animals (compared with non-religiosity or atheism), but a very high degree of religiosity (e.g., fundamentalism) might increase support for killing animals. We tested this hypothesis in a large sample of American undergraduate students, using a correlational study design with self-report measures of religiosity and of support for killing animals in different domains. The results indicated that, in support of our hypothesis, the relationship between religiosity and support for killing animals is curvilinear, as moderate levels of religiosity were related to less support for killing animals. People who were either not religious at all or very religious were the ones who most supported the killing of animals. Belief in God in itself was related to less support for killing animals. We then replicated the curvilinear relationship between religiosity and support for killing animals using data from four experiments from a previously published article on support for killing animals. We briefly consider possible explanations for these findings, the limitations of the study, and propose directions for future research. Overall, we believe that this study helps clarify the complex relationship between religiosity and support for killing animals, and advances the scientific understanding of the psychological forces that motivate people to support or object to the killing of animals.     

The Effects of a Therapy Dog on the Blood Pressure and Heart Rate of Older Residents in a Nursing Home

The aim of the present project was to investigate whether repeated visits by a therapy dog to nursing homes might affect the older residents’ systolic blood pressure and heart rate. A secondary aim was to investigate and compare effects (differences in responses) in older people with high and normal systolic blood pressure. The project consisted of two consecutive studies; the dog study (two researchers and a therapy dog with a handler visited the residents at three nursing homes, n = 13), and the control study (the two researchers alone visited the residents at three different nursing homes, n = 13). The studies were divided into three periods; period 1 (weeks 1–2), period 2 (weeks 3–4), and period 3 (weeks 5–6) and included two visits per week. The dog and her handler visited during periods 2 and 3 in the dog study. Participants’ heart rate and blood pressure were measured at 0 and 20 minutes at each visit. The data were analyzed using Friedman's two- way analysis of Variance by Rank with post-hoc analysis using Wilcoxon signed-rank tests with a Bonferroni correction, and also with the Mann-Whitney U test for independent samples. In the dog study, participants’ heart rate decreased significantly (p = 0.006) from period 1 to period 3. Participants with an initial systolic blood pressure ≥ 130 mmHg had a significant decrease in both systolic blood pressure (p = 0.009) and heart rate (p = 0.009). In the control study, participants’ heart rate and systolic blood pressure did not change significantly. The participants in the dog study had a significantly lower systolic blood pressure during period 3 (p = 0.016) compared with those in the control study. In conclusion, repeated visits by a therapy dog–handler team decreased the older adults’ heart rate, and for those with high initial systolic blood pressure, blood pressure also decreased. In addition, systolic blood pressure decreased significantly in the dog group when compared with the control group.