Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children?

Deanna L. TepperSchool of Psychology and Public Health, La Trobe University, Bendigo, AustraliaCorrespondence[email protected]

Chantelle G. ConnellSchool of Psychology and Public Health, La Trobe University, Bendigo, Australia

Oriane LandrySchool of Psychology and Public Health, La Trobe University, Bendigo, Australia

Pauleen C. BennettSchool of Psychology and Public Health, La Trobe University, Bendigo, Australia

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Andreas Reier Jensen & Ilmi Willbergh. (2023) The Dog as an Unaware Pedagogical Agent in a School Reading Course. Anthrozoös 36:6, pages 1013-1024.
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Melvin Chin-Hao Chan, Kimberly A. Schonert-Reichl & John-Tyler Binfet. (2022) Human–Animal Interactions and the Promotion of Social and Emotional Competencies: A Scoping Review. Anthrozoös 35:5, pages 647-692.
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Articles from other publishers (3)

Mary Renck Jalongo, Faithe A. Permenter & Kristina Conrad. (2022) Facility Dogs in Educational Programs for Young Children: Definition, Rationale, Issues, and Implementation. Early Childhood Education Journal 51:6, pages 997-1009.
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Deanna L. Tepper, Oriane Landry, Tiffani J. Howell, Delwyne Stephens, Jose Molina & Pauleen C. Bennett. (2022) Therapy dogs for children with autism spectrum disorder: Impacts of active versus passive dog engagement. Human-animal interaction bulletin 2022.
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Cora Wagner, Carmina Grob & Karin Hediger. (2022) Specific and Non-specific Factors of Animal-Assisted Interventions Considered in Research: A Systematic Review. Frontiers in Psychology 13.
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Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children?

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Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children?

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