educationally classified as developmentally delayed. This means that they may have various health impairments, mental retardation, autism, hearing impairments, and/or speech-language delays. Some of the children were just beginning to walk. All exhibited short attention spans, fine and gross motor delays.

A typical visit with Hayley generally begins with a muscle or motor activity. The children and Hayley might participate in an obstacle course, where Hayley would lead the children and at the same time they would learn spatial concepts such as going through a tunnel, jumping over the board, going under the table, and throwing the ball for Hayley to run and give back to a child. Turn taking was reinforced when the children had to reach into Hayley s vest pocket and find a card with a motor activity for them, such as hop like a bunny rabbit. Hayley and the children also made a scarecrow by placing large wadded up balls of paper into overalls and a shirt. Cooking with Hayley provided opportunities for the children to experience different tactile sensations. Many of these students displayed tactile defensiveness, an avoidance and/or negative reaction to touch sensations, such as glue on one's fingers. As they cooked with Hayley, they experienced the different textures of ingredients such as cornmeal, whole wheat flour, pumpkin, oil, and egg for dog biscuits, biscotti (for dogs) and birthday cake.

Expansion of the D.E.A.L. Program

The interest in the D.E.A.L. program has been obvious, not only by the number of Pet Partner teams who wish to volunteer in the schools in Albuquerque, but also by the teachers and therapists who are requesting Pet Partner teams in their schools. After the first pilot semester, the D.E.A.L. program was expanded to add one more elementary school, a middle school, this one working with students who are severely physically and/or mentally challenged, and one more early intervention program. Each of these Pet Partner teams was new to volunteering in the schools and the therapists were all new to working with Pet Partner teams. With the onset of school in August 2003, these six programs will continue and additional programs will be starting at the mid-school and elementary school levels.

Correction: Interactions, Vol. 21, No. 1: State-by State Section, page 16. We misidentified the Pet Partners team in the photo as Rona Hammetter & Simba when it was actually Keri Scott and Hayley. Our apologies.

References

1.  Pipe, Sheryl Dickstein, Ph.D. "Reading with Rover." Retrieved April 8,

2003, from http/Avww. Perfinder.org. ASCPAAmma/ Watch. Winter 2001.

2.  Martin, Sandi. "R.E.A.D. Is a Pawsitive Program for Kids of All Ages."

Originally published in Interactions. Vol. 19. No. 3. 2001. Retrieved April

26, 2002, from http://www.deltasociety.org.

3.  "Canines best friends, best assistants for reluctant readers." Early Childhood

Report. 2002.

4.  "What is Early Literacy?" Zero To Three Brain Wonders. Retrieved June

6, 2002 from http://www.zerotothree.org.

5.  Browning, Nadia. "Literacy of Children with physical disabilities: A

literature review." CJOT. Vol. 69, No. 3, June 2002. 176-182.

6.  Waldowski, Kerri. "Storybooks Promote Literacy." ADVANCE for

Occupational Therapy Practitioners. February 24, 2003. 49-50.

7.  Deshler, Donald. "A Time for Modern-Day Pioneers." LDA Neu'sbriefs.

Vol. 38, No. 3. May/June 2003. 3-9, 24.