Corallo Francesco, Bonanno Lilla, Cardile Davide, Luvarà Francesca, Giliberto Silvia, Di Cara Marcella, Leonardi Simona, Quartarone Angelo, Rao Giuseppe, Pidalà Alessandra
IRCCS Centro Neurolesi Bonino-Pulejo, S.S. 113 Via Palermo, C.da Casazza, 98124 Messina, Italy.
Children (Basel). 2023 Feb 22;10(3):425. doi: 10.3390/children10030425.
Dyslexia is a learning disorder related to receptive language characterized by difficulties with decoding, fluent word recognition, automatic naming skills and/or reading comprehension skills. It usually leads to severe functional impairment and the permanent need for support and interventions. Since animal-assisted interventions (AAIs) have been found to improve physical, emotional, cognitive and/or social functioning in humans, the aim of this study is to demonstrate the effectiveness of onotherapy on children with SLD by improving self-esteem and school performance. Sixteen patients with a diagnosis of dyslexia were randomly assigned to two treatment groups: the first was a conventional neuropsychological group therapy without onotherapy, and the second was a neuropsychological group therapy incorporating AAIs with therapy donkeys. The neuropsychological assessment included the WISC-IV, DDE and the TMA test, which were administered before and after the treatment in both groups. The results of the experimental group show significant improvement in word reading test correctness ( = 0.03) and speed ( = 0.03), non-word reading test speed ( = 0.01), reading text test correctness ( = 0.05) and speed ( = 0.03), word writing test correctness ( = 0.01), non-word writing test correctness ( = 0.02), writing sentences with homophonic words correctness ( = 0.01), interpersonal TMA ( = 0.04) and the total TMA ( = 0.04), which were significative. On the other hand, in the control group, significant differences were found in word reading test speed ( = 0.01), non-word reading test speed ( = 0.04), reading text test speed ( = 0.02), writing word test correctness ( = 0.01), writing non-word test correctness ( = 0.01) and writing sentences with homophonic words ( = 0.01). However, in this group, we observed no significant difference in the esteem of children. Training associated with the donkeys determined improved scholastic performances as far as reading is concerned and a change in self-esteem. Therefore, we can state that AAIs for dyslexia could be a viable and effective option to enhance the rehabilitation process, increase self-esteem and improve cognitive functions and language skills recovery.
阅读障碍是一种与接受性语言相关的学习障碍，其特征在于解码、流畅的单词识别、自动命名技能和/或阅读理解技能方面存在困难。它通常会导致严重的功能损害，并长期需要支持和干预。由于动物辅助干预（AAIs）已被发现可改善人类的身体、情感、认知和/或社会功能，本研究的目的是通过提高自尊和学业成绩来证明动物疗法对学习障碍儿童的有效性。16名被诊断为阅读障碍的患者被随机分为两个治疗组：第一组是不进行动物疗法的传统神经心理团体治疗，第二组是将动物辅助干预与治疗驴相结合的神经心理团体治疗。神经心理评估包括韦氏儿童智力量表第四版（WISC-IV）、发育性阅读障碍评估（DDE）和触觉运动觉评估（TMA）测试，两组在治疗前后均进行了这些测试。实验组的结果显示，单词阅读测试的正确率（p = 0.03）和速度（p = 0.03）、非单词阅读测试的速度（p = 0.01）、阅读文本测试的正确率（p = 0.05）和速度（p = 0.03）、单词书写测试的正确率（p = 0.01）、非单词书写测试的正确率（p = 0.02）、用同音词写句子的正确率（p = 0.01）、人际触觉运动觉评估（p = 0.04）和总触觉运动觉评估（p = 0.04）均有显著提高，具有统计学意义。另一方面，在对照组中，单词阅读测试速度（p = 0.01）、非单词阅读测试速度（p = 0.04）、阅读文本测试速度（p = 0.02）、书写单词测试正确率（p = 0.01）、书写非单词测试正确率（p = 0.01）和用同音词写句子（p = 0.01）存在显著差异。然而，在该组中，我们未观察到儿童自尊方面的显著差异。与驴相关的训练在阅读方面提高了学业成绩，并改变了自尊。因此，我们可以说，针对阅读障碍的动物辅助干预可能是一种可行且有效的选择，可加强康复过程、提高自尊并改善认知功能和语言技能恢复。
