Table 4.

Comparison Conditions, Measures, and Outcomes

Reference	N	Control or Comparison Condition	Standardized Outcome Measures or Qualitative	Animal-Assisted Intervention (AAI) Outcomes
HORSES
Petty et al 2017	67	Barn activity without horse involved	Child’s Attitude and Behavior toward Animals (CABTA)	+/ CABTA: + Animal Attachment Scale, / Animal Abuse Score
Gabriels et al 2018	64	No Horse Barn Activity	Aberrant Behavior Checklist-Community (ABC-C), Social Responsiveness Scale (SRS), Systematic Analysis of Language Transcripts (SALT)	+/ ABC-C: + Irritability, / Hyperactivity + SRS: + Social Communication, + Social Cognition + SALT
Coman et al 2018	50	Waitlist Control	Social Responsiveness Scale (SRS), Sensory Profile (SP), Sensory Profile School Companion (SPSC)	+/ SRS Parent: + Total Score, / Social Awareness, + Social Cognition, + Social Communication, + Social Motivation, + Autistic Mannerisms + SRS Teacher: + Total Score, + Social Awareness, + Social Cognition, + Social Communication, + Social Motivation, + Autistic Mannerisms +/ SP Parent: + Total Score, + Emotionally Reactive, + Low Endurance Tone, + Inattention/Distractibility, + Sedentary, / Sensory Sensitivity, / Sensation Seeking, / Oral Sensory Seeking, / Poor Registration, / Fine Motor Perception + SPSC Teacher: + Registration, + Seeking, + Sensitivity, + Avoiding
Souza-Santos et al 2018	45	Dance Intervention	Childhood Autism Rate Scale (CARS), Functional Independence Measure (FIM), WHO Disability Assessment Scale (WHODAS 2.0, social participation scale)	+ CARS / FIM / WHODAS 2.0 (EAT intervention only)
Kwon et al 2019	29	Conventional therapy	Receptive and Expressive Vocabulary Test (REVT) and Preschool Receptive-Expressive Language Scale (PRES) and Kaufman Assessment Battery for Children II (K-ABC-II) or cognitive domain of Bayley Scales of Infant Development II (BSID-II)	/ REVT: / Reception, / Expression / PRES: / Reception, / Expression / Cognitive domain BSID-II / K-ABC
Harris et al 2017	26	Education as usual	Childhood Autism Rating Scale (CARS-2), Aberrant Behavior Checklist- Community (ABC-C), Measurement of Pet Intervention Checklist (MOPI)	/ CARS-2 / ABC-C: / Hyperactivity, / Irritability / MOPI
Ozyurt et al 2020	24	Normal Care	Children’s global assessment scale (CGAS), McMaster Family Assessment Device (FAD), social communication questionnaire (SCQ), Beck Depression Inventory (BDI)	+ CGAS +/ FAD: / Problem solving, + Communication, + Roles, / Affective responsiveness, + Affective involvement, + Behavioral control, / General functions + SCQ + BDI
Pan et al 2019	16	Barn activity without horse involved	Systematic Analysis of Language Transcripts (SALT), Social Responsiveness Scale (SRS), Aberrant Behavior Checklist-Community (ABC-C), Salivary Cortisol	+ ABC-C: +Hyperactivity, + Irritability, / Lethargy/Social Withdrawal, / Stereotypy, / Inappropriate Speech Behaviors +/ SRS: + Social Awareness, / Social Cognition, / Social Motivation, / Social Communication, / Autistic Mannerisms / SALT / Cortisol
Anderson et al 2016	15	None (Pre/post)	Autism Spectrum Quotient (ASQ), Vineland Adaptive Behavior Scale (VABS), Empathizing Quotient (EQ), Systemizing Quotient (SQ)	+ ASQ +/ VABS: + Maladaptive Behavior, / Adaptive Behavior, / Communication, / Socialization +/ EQ/SQ: + Empathizing Quotient, / Systemizing Quotient
Bystrom et al 2019	9	N/A	Qualitative	+ Reduction of stress, Increased calmness and Peaceful state of mind, Increased curiosity and interest, Increased likelihood of spontaneous attention
Malcolm et al 2018	9	N/A	Qualitative	+ Improved social interaction and communication + Embodied multisensory experience
Llambias et al 2016	7	N/A	Engagement (video coding)	+ Engagement
Peters et al 2020	6	N/A	Visual analog scale, Aberrant Behavior Checklist- Community (ABC-C) Hyperactivity and Irritability Subscales, Social Responsiveness Scale (SRS-2)	+ ABC-C: + Hyperactivity (4/5 participants), +Irritability (4/5 participants) +/ SRS-2: + Social motivation , + Social communication, / Social awareness, / Social cognition , / Restricted interests and Repetitive behaviors
Kalmbach et al 2020	5	N/A	Qualitative	+ Parental perspectives on child’s experiences of the intervention (qualities of the horse and occupational therapist that favorably contributed to child’s experiences & children’s positive emotional experiences regarding the intervention) + Parental perspectives on the intervention’s influences on everyday life (favorable influences on child’s everyday life, favorable influences on family’s everyday life) (−) Parent concerns and dissatisfaction (e.g. too rigid, too limited, travel times)
Tan et al 2018	5	N/A	Qualitative	+ Improved self-concept and enhanced emotional well-being + Child’s improved self-regulatory ability + Social benefits for the child + Benefits to Parents
De Milander et al 2016	2	None (Pre/post)	Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)	+ BOT-2: + Balance, + Coordination, + Strength
Cerino et al 2016	1	N/A	Qualitative	+ Relationship with animal was used to encourage narrative from child to improve cognition and communication and relationship to the therapist. + Increased presence due to the safety created in the physical environment.
van der Steen et al 2019	1	None (Pre/post)	Scale for Emotional Development-Revised (SED-R), Strengths and Difficulties Questionnaire (SDQ), Observed Social and Communication Skills	Parents: +/ SED-R: / Self-image in interacting with environment, / Anxieties, / Interacting with Peer, / Handling Materials, / Play Development, + Interacting with emotionally important others, + dealing with a changing environment, + Communication, + Aggression Regulation, + Moral Development, + Deal with her own body, + Emotion differentiation, + Emotion regulation + SDQ Total Difficulties +/ Social and Communication Skills: + Peer Relationship Problems (both mother & father), / Pro Social Behavior (mother not father), + Hyperactivity/inattention (both mother & father), / Conduct problems (both mother & father), / Emotional symptoms (mother not father) Researcher: + Verbal Communication, / Tension, + Turn-taking, + Separation Anxiety, + Positive emotion, / Negative emotions
DOGS
Carlisle et al 2018	338	N/A	Qualitative	+ Theme 1: Facilitator and Benefit , + Theme 2: Learning Opportunity (−) Theme 3: Barrier, (−) Theme 6: Safety / Theme 4: Grief, / Theme 5: Fit, / Theme 7: Alternative Animal Options
Fecteau et al 2017	98	Waitlist Control group	The Parenting Stress Index - short form (PSI-SF), Salivary Cortisol	+/ PSI-SF: + Total Score, / Parental Distress Scale, + Parent-Child dysfunctional interaction scale, + Difficult Child Scale + Wakening and Morning Cortisol
Wijker et al 2020 (B)	52	Waitlist Control	Percieved stress scale (PSS), symptom checklist-90-revised (SCL-90-R), social responsiveness scale of adults(SRS-A), Rosenberg Self-Esteem Scale (RSES)	/ PSS / SRS (rated by informant), / SRS (rated by self) / SCL-90- R / RSES
Germone et al 2019	47	Toy	Observation of Human-Animal Interaction for Research tool (OHAIRE)	+/ OHAIRE: + Communication, + Interaction, + Expression, / Interference behavior
Hall et al 2016	37	No Dog	Parenting Stress Index-Short Form (PSI-SF), Family Functioning (Brief FAM-III-GS)	+ FAM-III-GS / PSI-SF: / Total Score, / Parental Distress Scale, / Parent-Child dysfunctional interaction scale, / Difficult Child Scale
Becker et al 2017	31	Social Skills Group without the Dog	Social Responsiveness Scale (SRS-2), Children’s Depression Inventory (CDI-2), Social Language Development Test (SLDT), Reading the Mind in the Eyes Test (RMET)	+ SRS-2: + Social communication & interaction subscale, + Repetitive behavior subscale, + Total score +/ CDI-2: + Total score, / ineffectiveness scale, + functional problems subscale, / Negative Mood/Physical Symptoms, / Negative Self Esteem, / Emotional Problems, + Interpersonal Problems / SLDT: / Making Inferences, / Supporting Peers / RMET
Grandgeorge et al 2017	29	No Dog	Video Recording	+ Visual Attention, + Orientation, + Joint Attention
Silva et al 2019	23	Robotic Dog, No Stimulus	Heart Rate Variability (LnRR, LnSDNN), Social Communication Behavior Coding	+ Social Communication + Heart Rate Variability: + LnRR, + LnSDNN
Hill et al 2020 (B)	22	Usual Care Occupational Therapy	Video Coding, Canadian occupational performance measure (COPM)	/ On task behavior / COPM performance and satisfaction
Avila-Alvarez et al 2020	19	None (Pre/post)	Assessment of Communication and Interaction Skills (ACIS), Animal-assisted Therapy Flow Sheet (Richeson & McCullough, 2002)	+ ACIS Total Score (12/20 subscales significant) + Animal-assisted therapy flow sheet (6/9 items significant)
London et al 2020	17	N/A	Qualitative	+ Overarching Theme: Engagement as a precursor to progress + Characteristics of the dog + Therapeutic context + Goal directed achievements
Michelotto et al 2019	15	None (Pre/post)	Autistic Behavior Assessing Questionnaire (CACS-27)	Therapist Perception: −/ Environmental Factors −+/ Intrinsic Factors Parents Perception: −+/ Environmental Factors −+/ Intrinsic Factors
Harwood et al 2019	11	N/A	Qualitative	+ Theme 1: Love and Companionship + Theme 2: Perception of Ownership + Theme 3: Comfort and Calming Influence + Theme 4: Canine’s Ability to Assist Child in Understanding Their World (−) Theme 5: Challenging Experiences
Hill et al 2020 (A)	10	N/A	Qualitative	+ Dog provides emotional safety and helped to build rapport between therapist and child / The dog is not sufficient for therapy engagement, the qualities of the therapist and goal directed nature of the intervention matter significantly.
Silva et al 2018	10	Robotic Dog, Toy	Heart Rate and Heart Rate Variability	+ Heart rate / Heart Rate Variability Parameters
Hill et al 2020 (C)	6	N/A	Qualitative	+ Incorporation of therapy dog in the session accelerates motivation in the therapeutic process (−) identified challenges
Wijker et al 2020 (A)	6	None (Pre/post)	Social Responsiveness Scale for Adults (SRS-A) subscales social awareness, social communication and social motivation, Rosenberg self-esteem scale (RSES)	/ SRS- A: / Social Awareness, / Social Communication, / Social Motivation / RSES
Jorgenson et al 2020	5	N/A	Multiple Stimulus Without Replacement Preference Assessment (MSWO)	/ Noncontingent access to therapy dog slightly increased verbal statements for 1/5 participants / Contingent access to therapy dog increased social interactions for 2/5 participants
Protopopova et al 2020	5	N/A	Salivary Cortisol and Preference Assessment	+ Decrease in cortisol (4/5 participants in dog conditions) + Preference Assessment ( For 4/5 children the dog functioned as a reinforcer)
DOLPHINS
Ashtari et al 2018	10	No Dolphin Water Activity	2 selected subscales of the Bruininks-Oseretsky test for motor proficiency	+ Bruininks-Oseretsky test: + Balance + Strength
Griffioen et al 2019 (A)	5	None (Pre/post)	Video Recording	+/ Turn taking: + (2/5 participants), / (3/5 participants) +/ Spoken language: + (3/5 participants), / (2/5 participants)
CATS
Hart et al 2018	108	Typically Developing Children	Non-Standardized Survey	/ Aggression in cats not heightened with children with ASD. / Cats less affectionate with children with ASD but still moderately affectionate. + Valuable bonding, attention and calming affection to the child
MUTIPLE SPECIES
Carlisle et al 2020	764	None	Lexington Attachment to Pets Scale (LAPS), Companion Animal Bonding Scale (CABS); Animal Ownership for Families of Autistic Children Scale (AOFACS); Parental Stress Scale (PSS)	+ 90% of parents and 71% of children said they were attached or very attached to companion animals −/ 4% of parents said child was “always or “very often” and 22% “sometimes” bothered by the pet −/ 1% of parents said child “always” or “very often” and 9% “sometimes” harmed their animal −/ 13% of parents said child was afraid of companion animal + Moderators of human-animal bond: + Income +/ Moderators of burden: + Stress, / Education, / Income
Kregiel et al 2019	50	None	Non-Standardized Survey	+ 88% of parents say children had more frequent expression of feelings and emotions + 98% says increase in lively gestures + 86% more frequent vocal and verbal reactions + 52% increased responsibility and independence (−) limited access to services
Grandgeorge et al 2020	42	Typically developing children	Observation	/ Increased visual attention in children with ASD with pet cats then pet dogs

Note: Total score is indicated for scales unless subscales are listed. Table is sorted by descending sample size within each species category.