Learn About JFI
1. Does the use of emotionally arousing lessons improve a child's developing language skills?

Dr. Flowers most recent research inquiry is focused on the amygdald pathway to a child’s long term memorys. Children with language inpairments may have working memory issues. Working memory differs from short-term memory in that is has a processing component in addition to a storage component. Skills located in long term memory are retrieved and brought into working memory to utilize the skill and/or to acquire new knowledge. The use of an emotionally arousing lesson to acquire specific¬†skills or knowledge to add to long-term memory could support the working memory process for a child who is developing language skills.

2. Can the same increase in functioning be established and achieved by using water without dolphins as primary reinforcement?

Result: Children did well in water using their favorite toy for reinforcement, but can be expected to achieve significantly better retention and complexity of learning tasks with dolphins as the primary reinforcement and water as a secondary reinforcer. (Nathanson)

3. What are the observations of parents and teachers of their child/student's academic achievement during dolphin assisted therapy sessions?

Result: Parents and classroom teachers of participating children considered time on task, motivation and communication skills to be the key areas of growth during their child/student’s dolphin assisted therapy experience. (Flowers, 2003)

4. Do children's expressive language skills improve as a result of dolphin assisted therapy?

Result: Specifically, in the children studied, data taken on expressive language skills revealed significant increases in mean length of utterance as well as in the complexity of expressive skills demonstrated across 10 sessions (Flowers, 2003)

5. Do children with disabilities exhibit changes in time on task during dolphin assisted therapy sessions as they complete an increasing number of dolphin assisted therapy sessions?

Result: Data across 2 weeks of therapy for children in the study revealed significantly increased time on task. Children’s time on task increase ranged from 25% to 250%. (Flowers, 2003)