ayamtoto
ayamtoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto Kuatoto
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP
Live RTPLive RTPLive RTPLive RTPLive RTPLive RTPLive RTP
|

Menú

  • Revistas
  • Quiénes somos
  • Proceso editorial
Revistas
Quiénes somos
Proceso editorial
  • Registrarse
  • Acceder
  • |
    es
    en English pt_PT Português
    MLSPR

    Promovido por:

    Logo Funiber
    Logo UNINI Logo UNEAT
    Logo UNIB Logo unincol
    Logo unidc Logo Romana
    Logo PM Logo UNEAT
    Logo UNINI
    Logo UNEAT
    Logo UNIB
    Logo unincol
    Logo unidc
    Logo Romana
    Logo PM
    • Actual
    • Archivos
    • Acerca de
      • Sobre la revista
      • Equipo editorial
      • Revisores
      • Estadísticas
    • Envíos
    • Indexación
    • Contacto

    Más que una mascota: interacción con animales de compañía y Teoría de la  Mente en niños con Trastorno del Espectro Autista

    DOI:

    https://doi.org/10.33000/39t9r894

    Mariana Vieira Crespo

    Universidad Europea del Atlántico ORCID https://orcid.org/0000-0002-2490-2987

    Constança Carvalho

    Instituto Superior de Psicologia Aplicada ORCID https://orcid.org/0000-0002-6902-4241

    Formatos Disponibles

    PDF

    es

    Resumen

    Este estudio tuvo como objetivo examinar si el contacto con animales de compañía se asocia con el desempeño en Teoría de la Mente (ToM) en niños con trastorno del espectro autista (TEA). Participaron 27 niños diagnosticados con TEA, con edades comprendidas entre los 6 y los 17 años, quienes completaron la Batería de Tareas para Evaluación de la Teoría de la Mente (BTATM). Los participantes fueron comparados en función de la convivencia con animales de compañía y del contacto regular con animales fuera del hogar. Se realizaron análisis estadísticos mediante pruebas t para muestras independientes, ANOVA de dos factores, correlaciones de Spearman y regresión lineal múltiple, considerando un nivel de significación de α = .05. Los resultados mostraron que los niños que convivían con animales obtuvieron puntuaciones significativamente más altas en ToM que aquellos sin animales en casa (t = 4.812, p < .001). El análisis de regresión indicó que el contacto con animales fuera del hogar mostró una asociación estadísticamente significativa con el desempeño en ToM (β = –0.395, p = .034). Estos hallazgos sugieren que las interacciones cotidianas con animales pueden estar asociadas con un mejor desempeño en habilidades sociocognitivas en niños con TEA, aunque la naturaleza transversal del estudio no permite establecer relaciones causales.


    Descargas

    Los datos de descarga aún no están disponibles.

    Estadísticas


    Cómo citar

    • ACM
    • ACS
    • APA
    • ABNT
    • Chicago
    • Harvard
    • IEEE
    • MLA
    • Turabian
    • Vancouver
    • AMA
    Más que una mascota: interacción con animales de compañía y Teoría de la  Mente en niños con Trastorno del Espectro Autista. (n.d.). MLS Psychology Research, 9(2). https://doi.org/10.33000/39t9r894
    EndNote Zotero Mendeley
    Descargar .ris
    EndNote
    Descargar .bib

    Citas

    American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

    Andreou, M., & Skrimpa, V. (2020). Theory of mind deficits and neurophysiological operations in autism spectrum disorders: A review. Brain Sciences, 10(6), 393. https://doi.org/10.3390/brainsci10060393

    Atherton, G., Edisbury, E., Piovesan, A., & Robinson, J. (2023). “They ask no questions and pass no criticism”: A mixed-methods study exploring pet ownership in autism. Journal of Autism and Developmental Disorders, 53, 3280–3294. https://doi.org/10.1007/s10803-022-05622-y

    Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. MIT Press.

    Berry, A., Borgi, M., Francia, N., Alleva, E., & Cirulli, F. (2013). Use of assistance and therapy dogs for children with autism spectrum disorders: A critical review of the current evidence. Journal of Alternative and Complementary Medicine, 19(2), 73–80. https://doi.org/10.1089/acm.2011.0835

    Bibbo, J., Curl, A. L., & Johnson, R. A. (2019). Pets in the lives of older adults: a life course perspective. Anthrozoös, 32(4), 541–554. https://doi.org/10.1080/08927936.2019.1621541

    Bosacki, S., Tardif-Williams, C. Y., & Roma, R. P. S. (2022). Children’s and adolescents’ pet attachment, empathy, and compassionate responding to self and others. Adolescents, 2(4), 493-507. https://doi.org/10.3390/adolescents2040039

    Burge, T. (2018). Do infants and nonhuman animals attribute mental states? Psychological Review, 125(3), 409–434. https://doi.org/10.1037/rev0000091

    Byström, K., Grahn, P., & Hägerhäll, C. (2019). Vitality from experiences in nature and contact with animals-a way to develop joint attention and social engagement in children with autism?. International Journal of Environmental Research and Public Health, 16(23), 4673. https://doi.org/10.3390/ijerph16234673

    Carlisle, G.K. (2015). The social skills and attachment to dogs of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 1137–1145. https://doi.org/10.1007/s10803-014-2267-7

    Centers for Disease Control and Prevention. (2022). Data & statistics on autism spectrum disorder (ASD). U.S. Department of Health and Human Services. https://www.cdc.gov/autism/data-research

    Cheang, R. T., Skjevling, M., Blakemore, A. I., Kumari, V., & Puzzo, I. (2025). Do you feel me? Autism, empathic accuracy and the double empathy problem. Autism: the International Journal of Research and Practice, 29(9), 2315–2327. https://doi.org/10.1177/13623613241252320

    Chung, K. M., Chung, E., & Lee, H. (2024). Behavioral interventions for autism spectrum disorder: A brief review and guidelines with a specific focus on applied behavior analysis. Journal of the Korean Academy of Child and Adolescent Psychiatry, 35(1), 29–38. https://doi.org/10.5765/jkacap.230019

    Carter, C. S., & Porges, S. W. (2016). Neural mechanisms underlying human-animal interaction: An evolutionary perspective. In L. S. Freund, S. McCune, L. Esposito, N. R. Gee, & P. McCardle (Eds.), The social neuroscience of human-animal interaction (pp. 89–105). American Psychological Association. https://doi.org/10.1037/14856-006

    Dale, B. A., Rispoli, K., & Ruble, L. A. (2022). Social emotional learning in young children with autism spectrum disorder. Perspectives on Early Childhood Psychology and Education, 6(2), Article 12. https://doi.org/10.58948/2834-8257.1021

    Grandin, T., Fine, A. H., O’Haire, M. E., Carlisle, G., & Bowers, C. M. (2015). The roles of animals for individuals with autism spectrum disorder. In A. H. Fine (Ed.), Handbook on Animal-Assisted Therapy (4th ed., pp. 225–236). Academic Press. https://doi.org/10.1016/B978-0-12-801292-5.00016-X

    Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27(5), 519–537. https://doi.org/10.1023/a:1025826009731

    Happé, F. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24(2), 129–154. https://doi.org/10.1007/BF02172093

    Heyes, C. (2018). Cognitive gadgets: The cultural evolution of thinking. Harvard University Press. https://doi.org/10.4159/9780674985155

    Ilzarbe, D., Lukito, S., Moessnang, C., O'Daly, O. G., Lythgoe, D. J., Murphy, C. M., Ashwood, K., Stoencheva, V., Rubia, K., & Simonoff, E. (2020). Neural Correlates of Theory of Mind in Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, and the Comorbid Condition. Frontiers in Psychiatry, 11, 544482. https://doi.org/10.3389/fpsyt.2020.544482

    Kilmer, M., Hong, M., Akakpo, V., Hawley, T., Randolph, D., Huetter, S., Reichel, A., & Bowden, M. (2025). The effect of Animal-assisted therapy on prosocial behavior and emotional regulation in autistic children with varying verbal abilities: A pilot study. PLOS ONE, 20(7), e0326085. https://doi.org/10.1371/journal.pone.0326085

    Lee, I. J., & Yang, W. C. (2025). Enhancing perspective-taking and empathy in children with autism spectrum disorder through asymmetric VR games and peer collaboration. Interactive Learning Environments, 33(1), 526–556. https://doi.org/10.1080/10494820.2024.2351174

    McNicholas, J., Gilbey, A., Rennie, A., Ahmedzai, S., Dono, J.-A., & Ormerod, E. (2005). Pet ownership and human health: A brief review of evidence and issues. BMJ, 331(7527), 1252–1254. https://doi.org/10.1136/bmj.331.7527.1252

    Melson, G. F. (2001). Why the wild things are: Animals in the lives of children. Harvard University Press.

    Mills, D., & Hall, S. (2014). Animal-assisted interventions: making better use of the human-animal bond. The Veterinary Record, 174(11), 269–273. https://doi.org/10.1136/vr.g1929

    Mueller, M.K. (2021). Human-Animal Interaction and Child Health and Development. In Well-Being Over the Life Course. Springer Briefs in Well-Being and Quality of Life Research. Springer, Cham. https://doi.org/10.1007/978-3-030-64085-9_5

    National Institute for Health and Care Excellence. (2021). Autism spectrum disorder in under 19s: Support and management (CG170). https://www.nice.org.uk/guidance/cg170

    Nieforth, L. O., Schwichtenberg, A. J., & O'Haire, M. E. (2023). Animal-Assisted Interventions for Autism Spectrum Disorder: A Systematic Review of the Literature from 2016 to 2020. Review Journal of Autism and Developmental Disorders, 10(2), 255–280. https://doi.org/10.1007/s40489-021-00291-6

    O’Haire, M. E. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review. Journal of Autism and Developmental Disorders, 43(7), 1606–1622. https://doi.org/10.1007/s10803-012-1707-5

    O'Haire, M. E., McKenzie, S. J., McCune, S., & Slaughter, V. (2014). Effects of classroom animal-assisted activities on social functioning in children with autism spectrum disorder. Journal of Alternative and Complementary Medicine (New York, N.Y.), 20(3), 162–168. https://doi.org/10.1089/acm.2013.0165

    Oppenheim, D., Mottes-Peleg, M., Hamburger, L., Slonim, M., Maccabi, Y., & Yirmiya, N. (2025). The social skills of autistic boys in preschool: the contributions of their dyadic and triadic interactions with their parents. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 66(3), 322–332. https://doi.org/10.1111/jcpp.14061

    Purewal, R., Christley, R., & Kordas, K. (2017). Companion animals and child development: A systematic review. International Journal of Environmental Research and Public Health, 14(3), 234. https://doi.org/10.3390/ijerph14030234

    Purewal, R., Christley, R., Kordas, K., Joinson, C., Meints, K., Gee, N., & Westgarth, C. (2024). Companion animals and child development outcomes: longitudinal and cross-sectional analysis of a UK birth cohort study. BMC pediatrics, 24(1), 578. https://doi.org/10.1186/s12887-024-05049-7

    Redefer, L. A., & Goodman, J. F. (1989). Brief report: pet-facilitated therapy with autistic children. Journal of Autism and Developmental Disorders, 19(3), 461–467. https://doi.org/10.1007/BF02212943

    Saxe, R., & Wexler, A. (2005). Making sense of another mind: The role of the right temporo-parietal junction. Neuropsychologia, 43(10), 1391–1399. https://doi.org/10.1016/j.neuropsychologia.2005.02.013

    Serpell, J. A. (2017). The human-animal bond. In L. Kalof (Ed.), The Oxford handbook of animal studies. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199927142.013.31

    Schaafsma, S. M., Pfaff, D. W., Spunt, R. P., & Adolphs, R. (2015). Deconstructing and reconstructing theory of mind. Trends in Cognitive Sciences, 19(2), 65–72. https://doi.org/10.1016/j.tics.2014.11.007

    Schurz, M., Radua, J., Aichhorn, M., Richlan, F., & Perner, J. (2014). Fractionating theory of mind: A meta-analysis of functional brain imaging studies. Neuroscience & Biobehavioral Reviews, 42, 9–34. https://doi.org/10.1016/j.neubiorev.2014.01.009

    Shamay-Tsoory, S. G., & Peretz, I. (2007). Dissociable prefrontal networks for cognitive and affective theory of mind: A lesion study. Neuropsychologia, 45(13), 3054–3067. https://doi.org/10.1016/j.neuropsychologia.2007.05.021

    Sousa Machado, T., Leal, A., Silva, J. M. T., Hutchins, T., Prelock, P., & Chace, J. (2016). Teoria da mente em crianças dos 3 aos 5 anos: Adaptação portuguesa da Theory of Mind Task Battery. https://doi.org/10.13140/RG.2.2.18251.80164 (Unpublished manuscript)

    Talantseva, O. I., Romanova, R. S., Shurdova, E. M., Dolgorukova, T. A., Sologub, P. S., Titova, O. S., Kleeva, D. F., & Grigorenko, E. L. (2023). The global prevalence of autism spectrum disorder: A three-level meta-analysis. Frontiers in psychiatry, 14, 1071181. https://doi.org/10.3389/fpsyt.2023.1071181

    Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development (Oxford, England), 19(1), 1–29. https://doi.org/10.1111/j.1467-9507.2009.00543.x

    Tager-Flusberg, H. (2007). Evaluating the theory-of-mind hypothesis of autism. Current Directions in Psychological Science, 16(6), 311–315. https://doi.org/10.1111/j.1467-8721.2007.00527.x

    Vidović, V. V., Štetić, V. V., & Bratko, D. (1999). Pet ownership, type of pet and socio-emotional development of school children. Anthrozoös, 12(4), 211–217. https://doi.org/10.2752/089279399787000129

    Ward, S. J., Whalon, K., Rusnak, K., Wendell, K., & Paschall, N. (2013). The association between therapeutic horseback riding and the social communication and sensory reactions of children with autism. Journal of Autism and Developmental Disorders, 43(9), 2190–2198. https://doi.org/10.1007/s10803-013-1773-3

    Wilson, C., Ballantyne, C., & Hawkins, R. D. (2025). ‘He’s practising his learned social skills on the cat’: A mixed-methods investigation of parental perspectives of the role of pets in autistic children’s social skills and wellbeing. Behavioral Sciences, 15(4), 419. https://doi.org/10.3390/bs15040419

    Avisos

    2025-04-15

    Actualización de la versión de la plataforma

    Ver más

    Becas

    es es

    Buscar documentos

    Enviar un artículo

    La editorial MLS Journals acepta envíos en inglés, español y portugués.

    Promovido por:

    Logo Funiber
    Logo UNINI
    Logo UNEAT
    Logo UNIB
    Logo unincol
    Logo unidc
    Logo Romana
    Logo PM
    EU Flag

    Contacto

    Parque Científico y Tecnológico de Cantabria. C/Isabel Torres 21.

    39011 Santander, España.

    © 2026 Multi-Lingual Scientific (MLS) Journals. Todos los derechos reservados. | Política de privacidad | Transparencia | Proyectos | Noticias