OSAAI (Observational System of Animal Assisted Interventions)<\/em>.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\nCriterion<\/td> Category<\/td> Code<\/td> Description<\/td><\/tr> 1. Motor-space interaction<\/td> Postural changes<\/td> POS<\/td> The body positioning of the students changes level, for example: sitting upright, lying on the mat, seated, etc.<\/td><\/tr> Locomotion<\/td> LOC<\/td> The positioning of the students is standing and in locomotion.<\/td><\/tr> Combination of the above<\/td> CEM<\/td> Any of the above options combined.<\/td><\/tr> 2. Kinetic<\/td> Stereotyped movements<\/td> EST<\/td> Students perform repetitive motor movements with no end or apparent significance.<\/td><\/tr> Segmental movements<\/td> SEG<\/td> Students perform upper or lower limb movements.<\/td><\/tr> Combination of the above<\/td> CC<\/td> Any of the above options combined.<\/td><\/tr> 3. Interactive facial behavior<\/td> Expression of emotions of pleasure<\/td> PLA<\/td> Students express pleasure through verbal or non-verbal communication (guttural sounds, laughter, body movements associated with well-being…).<\/td><\/tr> Expression of emotions of displeasure<\/td> DES<\/td> Students express displeasure through verbal or non-verbal communication (guttural sounds of displeasure, crying…).\u00a0<\/td><\/tr> Neutral<\/td> NEU<\/td> Students show a neutral behavior, they remain balanced from the emotional point of view, they do not show any of the two emotional extremes previously described.<\/td><\/tr> 4. Animal-participant interaction<\/td> Distance from the animal<\/td> DIS<\/td> Students take the action of separating from the animal or rejecting its contact.\u00a0<\/td><\/tr> Approach to the animal<\/td> APR<\/td> Students do the action of intentionally approaching the animal.\u00a0<\/td><\/tr> Contact with the animal<\/td> CON<\/td> Students do the action of touching\/caressing the animal.\u00a0<\/td><\/tr> Manipulation<\/td> MAN<\/td> Students do the action of manipulating the animal. It is considered the highest gradient of intentionality on the part of the students.<\/td><\/tr> 5. Participant emits to the animal<\/td> Participant emits to the animal<\/td> PAN<\/td> Students issue information, slogans or refer to the animal. Whether on a verbal or paraverbal level.<\/td><\/tr> 6. Adult-participant interaction<\/td> Participant emits information<\/td> PAR<\/td> Students issue information addressed to the adult. Whether on a verbal or paraverbal level.\u00a0<\/td><\/tr> Adult emits information<\/td> ADU<\/td> The adult provides information addressed to the students. Whether on a verbal or paraverbal level.\u00a0<\/td><\/tr> Combination of the above<\/td> CAP<\/td> Any of the above options combined.<\/td><\/tr> 7. Animal-adult interaction<\/td> Relocation of the animal<\/td> REC<\/td> The adult relocates the animal following pedagogical or animal welfare criteria.<\/td><\/tr><\/tbody><\/table>\n\n\n\n