This document provides suggestions for using a dog to help achieve therapeutic goals for clients. Some examples of goals that can be worked on include cognitive skills, physical skills, transitions, social interactions, and daily living skills. The document outlines specific activities a dog could assist with, such as getting up in the morning, eating meals, and toileting. It also suggests positioning of the client, dog, and facilitator for different activities. A wide range of activities are described that integrate a dog into a client's play, hygiene, academic work, and daily routines.

1. Interactive Fun!
Using your dog to advance
therapeutic goals

2. Think of the Possibilities!
• Increase your dog’s duration of focus
on the recipient
• Work more effectively around
equipment
• Motivate and encourage the
behaviors you want

3. Define your goal/routine
• What area do you want the recipient to
work on?
• Cognitive skills
• Physical skills
• Transitions
• Social interactions
• Daily living skills
• One dog activity may help progress
towards several goals for the recipient

4. Things your dog can
already help with!
Routine-oriented goals:
• Going to bed/getting up
• Getting on the school
bus
• Eating meals
• Toileting the dog
• Feeding/watering the
dog
• Dressing
Interactive goals:
• Getting the dog’s
attention
• Going into public
places
• Socializing with the
public
• Following the command
sequence
• Using sequencing
strips

5. Zippers

6. Beauty Parlor

7. Things your dog might
need to learn
• Playing fetch
• Doing a puzzle
• Pushing a ball
• Using utensils
• Playing cards
• Bowling
• Turning the pages of a
book

8. Pick a Card!

9. I know what I want to
work on!
How do I get there?

10. Write It Down
• Which known behaviors or commands
will I use, if any?
• Do I need to teach the dog any skills?
– Shape a new behavior using known commands.
– Model a whole new behavior.
– Chain several behaviors to create a new one.

11. Incorporating the
Recipient
• Do I need to teach the dog a skill before
bringing in the recipient?
• Can the recipient be included in the
teaching process?
• Do I need adaptive equipment or props?
• Do I need to teach the recipient anything?

12. Teaching Soccer

13. Teaching Beading

14. POSITIONING
Where should I be?
Where should the dog be?
Where should my child/client be?

15. Facilitator
• “Sandwiched”
• Standing behind recipient
• Standing on opposite side of
recipient
• Sitting on floor with recipient

16. Recipient
• Lying
• Sitting
• Kneeling
• Standing
• Walking

17. Dog
• On the floor or a prop
• Standing, sitting or lying down
• Opposite of or next to recipient
• In a command: visit, step, lap, up, etc.
• Remember to think of it from the
dog’s point of view!

18. Positioning

19. Positioning—Child in lap

20. Using a Prop

21. The Wagon

22. Play with objects Pretend Play Comfort Dressing
Physical play Social games Hygiene Food
Reading Songs& rhymes Errands Chores
Writing/drawing Socialization Recreation
Daily Life: How Can Our Dog Fit In?
Play Care-related routines
Academic Community & Family

23. Play with objects Pretend Play Comfort Dressing
Flip game, beading,
card games
Dressup, tea parties,
doctor'soffice,
grocery store
Changing
dressing/diaper,
getting shots, bedtime
Sock game, retrieving
cloths/shoes,
laundry/basket
Physical play Social games Hygiene Food
Tetherball, t-ball,
basketball, bowling
Taking turns, please &
thank you
Brushing teeth,
brushing hair, bathing,
trimming nails
Trying a variety of
food, ability to use
utensils
Reading Songs& rhymes Errands Chores
Read to dog:
encourage to read
louder, enunciate
Speak; write a song
about dog; sing to
dog
Pretend grocery store Help pick up toys
Writing/drawing Socialization Recreation
Paint with your dog;
write a story about
your dog
Playing gameswith
others
Going to the park
Daily Life: How Can Our Dog Fit In?
Play Care-related routines
Academic Community & Family