The AAOT Capstone is intentionally designed to encourage curiosity, interdisciplinary learning and independent professional development.

For that reason, WAFA has deliberately not created a single prescribed reading pathway.

With the exception of any prescribed core reading, participants have considerable choice over what they read and explore.

You may choose:

• books included on this list;
• books that do not currently appear on this list;
• peer-reviewed journal literature;
• appropriate grey literature; and
• other substantial professional publications relevant to the area you are investigating.

You are not restricted to this list.

In fact, we actively encourage you to go beyond it.

Participants enter AAOT with different:

• professional backgrounds;
• practice areas;
• animal experience;
• existing knowledge;
• research experience;
• professional networks;
• client populations;
• interests;
• strengths; and
• areas requiring further development.

A resource that substantially extends one participant’s knowledge may contribute relatively little to someone who already has considerable expertise in that area.

The question is therefore not:

What does everyone else read?

It is:

What do I need to learn next?

Choose material that challenges you, takes you into unfamiliar disciplines, raises questions, exposes you to different perspectives or helps you understand an area relevant to assistance-animal practice more deeply.

Participant Choice Is Deliberate

Other than prescribed core reading, you are expressly encouraged to choose books and literature both on and off this list.

The Suggested Reading List is not a closed curriculum.

It is a collection of possible starting points.

You may discover that the most useful book for your particular Capstone question is one WAFA has never encountered.

That is entirely appropriate.

You may also decide that books are not the strongest source of evidence for your chosen topic and undertake a research-intensive pathway using predominantly peer-reviewed or appropriate grey literature.

The Capstone is intended to develop your ability to find, evaluate and integrate knowledge, not merely consume a predetermined set of resources.

What Can Count Towards Capstone 1?

This distinction is important.

Resources That CAN Count Towards the Formal Capstone 1 Scholarship Requirements

Only the following may be used to satisfy the formal literature requirements of Capstone 1:

Books

This may include:

• academic books;
• professional texts;
• substantial evidence-informed books;
• relevant interdisciplinary texts; and
• other books appropriate to the area being investigated.

Peer-Reviewed Literature

For example:

• original research articles;
• systematic reviews;
• meta-analyses;
• scoping reviews;
• qualitative studies;
• cohort studies;
• experimental studies;
• scholarly review articles; and
• other appropriate peer-reviewed publications.

Appropriate Grey Literature

Depending upon the topic, this may include:

• government reports;
• government guidance;
• legislation;
• case law;
• regulatory publications;
• professional standards;
• professional guidelines;
• consensus statements;
• position statements;
• parliamentary or government inquiry reports;
• recognised professional-body publications;
• technical reports;
• theses and dissertations;
• substantial reports from credible organisations; and
• other authoritative non-commercial material appropriate to the question.

Not every item of grey literature is automatically reliable.

You remain responsible for critically evaluating its:

• authority;
• purpose;
• methodology;
• evidence base;
• currency;
• transparency;
• potential bias; and
• relevance.

Supplementary Learning and Wider Reading

Videos, documentaries, podcasts, apps, websites, courses and similar resources can be excellent supplementary learning, but do not count towards the required Capstone 1 literature.

This does not mean that you should avoid them.

Quite the opposite.

You are welcome—and encouraged—to use these resources throughout AAOT and to read, watch, listen, explore and learn more widely than the formal requirements of the credential.

Professional learning does not occur only through books and journal articles.

A documentary may introduce you to an issue you had never considered.

A podcast may expose you to another profession’s perspective.

A webinar may lead you to new research.

An app may demonstrate a useful way of recording or organising information.

A professional website may direct you to an important guideline.

A video may allow you to observe animal behaviour or a practical technique that is difficult to understand through written description alone.

These experiences can form an important part of your broader AAOT learning journey.

Where they meaningfully contribute to your development, you are encouraged to record them in your AAOT Professional Portfolio.

For example, you might record:

• what you watched, listened to, completed, read or explored;
• why you selected it;
• what you learned;
• something that surprised or challenged you;
• questions it raised;
• whether you agreed or disagreed with what was presented;
• whether it prompted you to investigate the evidence further;
• other resources or research you subsequently located;
• how it influenced your professional reasoning; and
• whether it changed something you later did within AAOT or professional practice.

You do not need to document every podcast episode, website, video, article or resource you encounter.

Include supplementary learning where it meaningfully contributes to the story of your professional development.

Keep the Distinction Clear

For Capstone 1 — Scholarship, the formal literature requirements can only be satisfied by:

• books;
• peer-reviewed literature; and
• appropriate grey literature.

Videos, documentaries, podcasts, apps, general websites, courses, webinars and similar resources cannot be substituted for those Capstone 1 literature requirements.

They instead form part of your wider professional learning and may be included as evidence within your AAOT Professional Portfolio where relevant.

There may naturally be connections between the two.

For example:

Podcast → interesting claim → peer-reviewed article → further literature search → Capstone 1 scholarship

or:

Documentary → unfamiliar welfare issue → professional guideline → discussion with veterinarian → further reading → change in professional reasoning → Professional Portfolio evidence

or:

Webinar → new training concept → question the evidence → systematic review → reconsider earlier assumption → later application in AAOT practice

The original podcast, documentary or webinar does not become required Capstone literature simply because it initiated the learning.

Instead, it demonstrates something equally important:

You recognised an opportunity to learn, followed your curiosity, investigated further and integrated that learning into your professional development.

Read More Widely Too

The same principle applies to reading.

Meeting the minimum Capstone 1 literature requirements should not be interpreted as a reason to stop reading.

You are welcome to read as widely as your interests, time and professional-development needs take you.

This might include:

• additional books;
• journal articles unrelated to your particular Capstone 1 question;
• professional magazines;
• newsletters;
• reports;
• professional blogs;
• new research;
• conference proceedings;
• policy material;
• government publications;
• professional guidance;
• lived-experience writing;
• practitioner commentary; and
• resources recommended by colleagues or other professionals.

Not everything you read needs to become part of Capstone 1.

If it contributes meaningfully to your development across AAOT, it may instead become part of your AAOT Professional Portfolio.

The distinction is therefore:

Capstone 1 Literature

Formal interdisciplinary scholarship

Books + peer-reviewed literature + appropriate grey literature

Wider AAOT Learning

Supplementary and self-directed professional development

Books + additional articles + videos + documentaries + podcasts + apps + websites + courses + webinars + conferences + professional conversations + other relevant resources

Meaningful wider learning may be recorded in your AAOT Professional Portfolio.

We want you to meet the Capstone requirements.

We also want you to keep going when something interests you.

The most valuable learning may sometimes begin with a resource that was never on a required reading list.

Prescribed Core Reading

All participants undertake the common interdisciplinary reading nominated by WAFA for Capstone 1 — Scholarship.

The Forever Dog

The Forever Dog: Surprising New Science to Help Your Canine Companion Live Younger, Healthier, and Longer — Rodney Habib & Karen Shaw Becker

The purpose of prescribing a common text is to provide participants with a shared starting point for:

• interdisciplinary discussion;
• evidence checking;
• critical appraisal;
• identification of claims;
• comparison with primary research;
• recognition of uncertainty; and
• examination of the difference between popular professional literature and scientific evidence.

It is not an AAOT textbook.

Prescribing a text does not mean that WAFA endorses every claim made within it.

Participants are expected to critically investigate significant claims rather than accept them solely because they appear in a prescribed book.

WAFA may periodically review or replace the prescribed core reading.

Help Us Build This List

This is intended to be a living professional resource.

WAFA wants this list to develop alongside the knowledge and experience of AAOT participants, graduates, professionals and the wider assistance-animal community.

If you encounter a book that you believe should be included:

Please recommend it to us.

We particularly welcome recommendations from disciplines, perspectives, populations and areas of practice that are underrepresented in the current list.

When recommending a book, it is helpful to provide:

• title;
• author or editor;
• edition, where relevant;
• topic;
• why you found it useful;
• which AAOT participants might particularly benefit from it;
• significant strengths;
• limitations or controversies you noticed;
• whether it led you to useful research or other resources; and
• why you think it deserves inclusion.

A recommendation does not automatically mean that WAFA endorses the resource or will add it to the list.

Suggested additions may be reviewed for relevance, quality, accessibility, currency, professional usefulness and fit with AAOT learning.

We also welcome recommendations for useful:

• peer-reviewed articles;
• grey literature;
• videos;
• documentaries;
• DVDs;
• podcasts;
• apps;
• websites;
• online courses;
• webinars;
• professional tools; and
• other supplementary learning resources.

These may be considered for future versions of this resource even where they do not qualify as formal Capstone 1 literature.

AAOT Essential Peer-Reviewed Reading List — In Development

WAFA is also developing a separate:

AAOT Essential Peer-Reviewed Reading List

This resource will identify journal articles, systematic reviews and other scholarly publications that WAFA considers particularly valuable for developing evidence-informed assistance-animal occupational therapy practice.

The two resources will serve different purposes.

Suggested Reading and Learning Resources

Broad → Exploratory → Interdisciplinary → Participant Choice

This resource encourages participants to:

• follow their interests;
• investigate unfamiliar disciplines;
• encounter different perspectives;
• critically evaluate books;
• find professional resources;
• explore supplementary learning;
• read more widely; and
• develop individual areas of professional interest.

Essential Peer-Reviewed Reading List

Focused → Scholarly → Evidence-Based → Core Literature

The developing peer-reviewed list will identify particularly important scholarship relating to areas such as:

• assistance-animal outcomes;
• occupational participation;
• disability;
• assistance-animal assessment;
• human–animal interaction;
• animal welfare;
• working-animal welfare;
• animal behaviour;
• learning and training;
• selection and suitability;
• assistance-animal partnerships;
• handler outcomes;
• animal outcomes;
• ethics;
• retirement;
• task performance; and
• other important areas of AAOT practice.

The Essential Peer-Reviewed Reading List will not replace independent literature searching.

Research changes.

Evidence develops.

New studies challenge earlier conclusions.

Participants and graduates remain responsible for maintaining currency and locating evidence relevant to the individual professional questions they encounter.

Suggested Books

Animal Behaviour, Learning and Training

• Don’t Shoot the Dog! — Karen Pryor
• Dog Sense — John Bradshaw
• Meet Your Dog — Kim Brophey
• Dominance in Dogs: Fact or Fiction? — Barry Eaton
• Excel-Erated Learning — Pamela J. Reid
• The Power of Positive Dog Training — Pat Miller
• Purely Positive Training — Sheila Booth
• How Dogs Think — Stanley Coren
• Successful Together: The Journey to Masterful Obedience — Peter Scherk & Florian Knabl
• The New Knowledge of Dog Behavior — Clarence Pfaffenberger
• The Story of Dog Obedience — Blanche Saunders
• Decoding Your Dog — American College of Veterinary Behaviorists
• The Other End of the Leash — Patricia B. McConnell
• For the Love of a Dog — Patricia B. McConnell
• The Culture Clash — Jean Donaldson
• Beyond Emotion: Bridging the Gap Between Human Love and Canine Biology — Mark Singer
• Train Your Dog Like a Pro — Jean Donaldson
• Wag: The Science of Making Your Dog Happy — Zazie Todd
• Behaviour Problems of the Dog and Cat — Gary Landsberg, Lisa Radosta & Lowell Ackerman
• Small Animal Veterinary Psychiatry — edited by Sagi Denenberg

Some older texts are included because of their historical importance rather than because they represent current best practice.

Historical recommendations should be considered within their context and compared with contemporary evidence.

Canine Cognition, Senses and Human–Animal Relationships

• Inside of a Dog: What Dogs See, Smell, and Know — Alexandra Horowitz
• Being a Dog: Following the Dog Into a World of Smell — Alexandra Horowitz
• Our Dogs, Ourselves — Alexandra Horowitz
• Your Dog Is Your Mirror — Kevin Behan
• Part Wild: Caught Between the Worlds of Wolves and Dogs — Ceiridwen Terrill
• The Pleasures of Dog Ownership — Evie & Karl Unkelbach
• The Domestic Dog: Its Evolution, Behavior and Interactions with People — edited by James Serpell
• Animals Make Us Human — Temple Grandin & Catherine Johnson
• The Genius of Dogs — Brian Hare & Vanessa Woods

Puppy Development and Life Stages

• The Year of the Puppy: How Dogs Become Themselves — Alexandra Horowitz
• Eight Weeks and Beyond — Pauline Gill
• The Perfect Puppy: Breed Selection and Care by Veterinary Science for Behavior and Neutering Age — Benjamin L. Hart
• Puppy Start Right — Kenneth M. Martin & Debbie Martin

When using puppy-development literature, compare recommendations with contemporary veterinary guidance concerning socialisation, vaccination, health, learning and behavioural development.

Enrichment, Welfare and Quality of Life

• Canine Enrichment — Shay Kelly
• Canine Enrichment for the Real World — Allie Bender & Emily Strong
• Fearful to Fear Free — Marty Becker and colleagues
• From Fearful to Fear Free — Marty Becker, Lisa Radosta, Wailani Sung & Mikkel Becker
• Wag: The Science of Making Your Dog Happy — Zazie Todd
• Dog Parkour — Anna Louise Kjaer
• Dog Friendly Gardening — Karen Bush
• The Really Active Dog Book — Julia Barnes

When exploring welfare, consider the difference between:

preventing negative welfare and promoting positive welfare.

For working animals in particular, consider:

• choice;
• agency;
• predictability;
• rest;
• recovery;
• workload;
• environmental fit;
• behavioural opportunities;
• physical comfort;
• social needs;
• emotional state; and
• quality of life.

Canine Body Language and Behavioural Observation

• Canine Body Language: A Photographic Guide — Brenda Aloff
• Canine Behavior: A Photo Illustrated Handbook — Barbara Handelman
• Doggie Language — Lili Chin

Visual resources can be particularly useful in this area, but photographs and illustrations should not be treated as though every isolated body position has one universal meaning.

Behaviour should be interpreted within context and across the whole animal.

Anatomy, Physiology and Veterinary Foundations

• Functional Anatomy and Physiology of Domestic Animals — William O. Reece
• Introduction to Animal and Veterinary Anatomy and Physiology — Victoria Aspinall & Melanie Cappello
• Clinical Anatomy and Physiology for Veterinary Technicians — Thomas Colville & Joanna M. Bassert
• Textbook of Veterinary Nursing — BSAVA
• Veterinary Advice for Dog Owners — Dick Lane
• Veterinary Parasitology — Gregory V. LaMann
• Veterinary Medical Terminology and Abbreviations — Veth Vanhorn & Robert W. Clark
• Plumb’s Veterinary Drug Handbook — Donald C. Plumb
• First Aid for Dogs — Stefanie Schwartz

Veterinary texts are included to improve interdisciplinary literacy, not to extend an Occupational Therapist’s scope into veterinary diagnosis or treatment.

An important professional outcome is being able to recognise:

I need veterinary input here.

Canine Fitness, Conditioning and Structure

• Canine Cross Training: Building Balance, Strength and Endurance in Your Dog — Sacha Foster
• The Workout Book for Dogs: A Complete Guide to Fitness Training — Carmen Heritier & Sandra Rutz
• What’s Your Angle? Understanding Angulation and Structure for the Performance Dog — Helen Grinnell King
• An Eye for a Dog — Robert W. Cole
• The Beginner’s Guide to Dog Agility — Laurie Leach

Participants should distinguish general interdisciplinary knowledge about conditioning and structure from veterinary diagnosis, animal physiotherapy and other specialist professional activities.

Nutrition and Health

• The Forever Dog Life — Rodney Habib & Karen Shaw Becker
• The Ultimate Pet Health Guide — Gary Richter
• Longevity for Dogs — Gary Richter
• Raw and Natural Nutrition for Dogs — Lew Olson
• Feeding Dogs: Dry or Raw? The Science Behind the Debate — Conor Brady
• Food Pets Die For — Ann M. Martin
• Beyond the Bowl — Dianne Kasperowicz & Jodie White

Critical-Appraisal Note

Nutrition is an area in which scientific evidence, veterinary recommendations, commercial interests, popular literature and strongly held personal beliefs frequently intersect.

Inclusion of a nutrition book on this list does not constitute WAFA endorsement of its dietary recommendations.

Use these texts as opportunities to investigate claims.

Compare significant claims with:

• contemporary veterinary nutrition literature;
• veterinary nutrition guidelines;
• primary research; and
• appropriately qualified veterinary expertise.

Ask:

What does the evidence support?

What remains uncertain?

What is opinion rather than established evidence?

Does this sit within my professional scope?

When do I need veterinary or veterinary-nutrition expertise?

Genetics, Breeding and Selection

• Genetics and the Social Behavior of the Dog — John Paul Scott & John L. Fuller
• Practical Genetics for Dog Breeders — Malcolm B. Willis
• An Eye for a Dog — Robert W. Cole
• The Domestic Dog: Its Evolution, Behavior and Interactions with People — edited by James Serpell

Older genetics and breeding texts may be useful for understanding the historical development of contemporary practices but should be compared with current genetics, health-screening and welfare evidence.

Disability and Sensory Impairment in Animals

• Through a Dark Silence: Loving and Living with Your Blind and Deaf Dog — Debbie Bauer
• Born Blind: A Guide to Welcoming a Blind Dog — available through the WAFA library

These resources may stimulate consideration of:

• animal disability;
• adaptation;
• environmental modification;
• sensory impairment;
• communication;
• welfare;
• working capacity;
• retirement;
• reasonable expectations; and
• quality of life.

Be careful about assuming that human and animal disability experiences are directly equivalent.

Scent Work and Specialist Training

• Nosework for Dogs: Tracking and Related Applications — John Cree

Participants exploring scent-based assistance tasks should supplement practical texts with research concerning:

• canine olfaction;
• learning;
• cue discrimination;
• generalisation;
• handler influence;
• reliability;
• sensitivity and specificity where relevant;
• false-positive responses;
• false-negative responses; and
• evidence for the particular alert or detection claim.

Human Psychology, Wellbeing and Communication

• Learned Optimism — Martin Seligman
• Mental Health First Aid: A Practical Guide for Workplaces, Schools, Families, Friends, Carers and Everyone Needing Support with Their Mental Health — Emma Hammett & Greg Shields
• The Survival Guide to Auslan — Johnston & Schembri
• Just One Reason — Stuart O’Neill

These resources complement rather than replace the participant’s occupational therapy education or the expertise of other relevant professions.

Assistance Animals, Human–Animal Interaction and Working Animals

WAFA particularly encourages participants to seek contemporary literature examining:

• assistance dogs;
• dog guides;
• hearing dogs;
• medical-alert dogs;
• psychiatric assistance dogs;
• autism assistance dogs;
• mobility assistance dogs;
• other assistance-animal species;
• occupational participation;
• handler outcomes;
• assistance-animal welfare;
• working-animal selection;
• working-animal retirement;
• assistance-animal partnerships;
• task effectiveness;
• public access;
• human–animal relationships; and
• long-term outcomes.

This is an area in which peer-reviewed journal literature is particularly important, because the evidence base continues to develop.

Participants should not assume that evidence relating to companion animals, therapy animals or animal-assisted interventions automatically applies to assistance-animal partnerships.

Useful Grey Literature

Depending upon the question, useful grey literature may include:

• professional position statements;
• veterinary guidelines;
• animal-welfare guidelines;
• government publications;
• legislation;
• regulatory guidance;
• professional standards;
• technical reports;
• recognised consensus statements;
• parliamentary reports;
• government inquiries;
• theses and dissertations; and
• substantial publications from credible professional or research organisations.

Areas worth exploring include:

• humane animal training;
• puppy socialisation;
• animal welfare;
• companion-animal nutrition;
• working-animal welfare;
• genetics and inherited disease;
• professional animal-behaviour guidance;
• disability and human rights;
• assistance-animal legislation;
• occupational therapy standards;
• veterinary guidance; and
• professional ethics.

Supplementary Learning Resources

The resources in this section can be valuable for professional learning but do not replace the formal Capstone 1 literature requirements unless a particular written resource independently qualifies as appropriate grey literature.

Veterinary Reference Resources

Substantial veterinary reference resources can assist participants to develop interdisciplinary literacy in:

• animal health;
• behaviour;
• disease;
• anatomy and physiology;
• nutrition;
• pharmacology;
• pain;
• welfare; and
• veterinary terminology.

These resources should help you recognise issues and communicate with veterinary professionals—not practise veterinary medicine.

Behaviour Resources

Professional behaviour resources may assist with:

• learning theory;
• reinforcement;
• punishment;
• fear;
• anxiety;
• aggression;
• socialisation;
• body language;
• humane training;
• behavioural medicine;
• trainer selection; and
• referral.

Welfare Resources

Explore resources addressing:

• positive welfare;
• quality of life;
• behavioural needs;
• agency;
• choice;
• working-animal welfare;
• pain;
• stress;
• workload; and
• rest and recovery.

Videos and DVDs

Videos may be particularly useful for observing:

• body language;
• gait;
• movement;
• training;
• shaping;
• reinforcement;
• environmental interaction;
• stress;
• play;
• social behaviour;
• veterinary handling;
• cooperative care; and
• practical assistance tasks.

However:

A demonstration is not automatically evidence that a technique is effective, safe, humane or appropriate.

Watch critically.

Documentaries

Documentaries may provide valuable perspectives on:

• domestication;
• cognition;
• breeding;
• working animals;
• disability;
• human–animal relationships;
• animal welfare; and
• professional practice.

Treat documentaries as media rather than peer-reviewed evidence, and investigate significant claims independently.

Podcasts

Professional podcasts can introduce you to:

• researchers;
• clinicians;
• veterinarians;
• behaviour professionals;
• handlers;
• trainers;
• advocates;
• people with lived experience; and
• emerging professional debates.

They can be excellent sources of questions and perspectives.

They are not substitutes for the underlying research.

Apps and Digital Tools

Apps may assist with:

• behaviour recording;
• training records;
• video analysis;
• note-taking;
• reference management;
• research organisation;
• task tracking;
• animal-health records;
• environmental observations; and
• professional learning.

Before using an app professionally, consider:

• privacy;
• data security;
• confidentiality;
• data ownership;
• reliability;
• accessibility;
• evidence base;
• commercial interests; and
• whether sensitive client or animal information is being stored.

Online Courses and Webinars

Relevant supplementary education may come from:

• veterinary organisations;
• universities;
• animal-behaviour organisations;
• animal-welfare organisations;
• disability organisations;
• professional associations;
• research centres;
• recognised trainers and behaviour professionals; and
• interdisciplinary professional-development providers.

Completion of a course does not automatically establish professional competence or expand occupational therapy scope.

Ask:

• Who teaches it?
• What expertise do they have?
• What evidence is used?
• Is the information current?
• Is assessment involved?
• Are commercial interests present?
• What does completion actually qualify me to do—if anything?

Examples of Useful Online and Professional Resources

Participants may wish to explore resources produced by organisations such as:

• the American Veterinary Society of Animal Behavior (AVSAB);
• the Merck Veterinary Manual;
• the World Small Animal Veterinary Association (WSAVA);
• university canine-behaviour and welfare research centres;
• veterinary schools;
• animal-welfare research organisations;
• occupational therapy organisations;
• disability organisations;
• human-rights organisations;
• government departments;
• regulators; and
• relevant professional associations.

This is illustrative rather than exhaustive.

Always consider the authority, purpose, currency and evidence base of the individual resource rather than assuming that everything available online is of equal quality.

Critically Engage With Everything

A resource appearing on this list does not mean:

WAFA says this author is correct.

It means:

WAFA considers this potentially useful material to learn from, investigate or critically examine.

For significant resources, ask:

• Who created it?
• What expertise do they have?
• When was it produced?
• What claims are being made?
• What evidence supports those claims?
• Can I locate the original evidence?
• Is that evidence represented accurately?
• Is it current?
• What are the limitations?
• Are there conflicts of interest?
• Is commercial influence present?
• Are alternative perspectives considered?
• Is contrary evidence acknowledged?
• Does the conclusion go beyond the evidence?
• Does the evidence apply to assistance animals?
• Does it apply to the population I am considering?
• Are human outcomes considered?
• Are animal outcomes considered?
• What are the welfare implications?
• What sits within occupational therapy scope?
• What requires another profession?
• What questions remain unanswered?

You are not required to agree with:

• books on this list;
• authors;
• researchers;
• professionals you consult;
• industry convention;
• WAFA course material; or
• WAFA itself.

Evidence-informed, professionally reasoned disagreement is part of advanced learning.

Follow the Evidence Trail

One of the most useful habits you can develop during AAOT is following information back to its source.

For example:

Podcast

↓

Interesting claim

↓

Article mentioned by speaker

↓

Original research

↓

Systematic review

↓

Professional guideline

↓

Conflicting study

↓

Conversation with relevant professional

↓

Further question

↓

Revised understanding

Likewise:

Book

↓

Claim that surprises you

↓

Check the cited source

↓

Locate newer research

↓

Compare findings

↓

Consider applicability to assistance animals

↓

Identify limitations

↓

Decide what you can reasonably conclude

That is scholarship.

Recommend Something to WAFA

If something genuinely helps your learning, tell us about it.

We welcome recommendations for:

• books;
• journal articles;
• systematic reviews;
• grey literature;
• professional guidelines;
• videos;
• documentaries;
• DVDs;
• podcasts;
• apps;
• websites;
• online courses;
• webinars;
• tools; and
• other useful professional resources.

Tell us:

• What is it?
• Who produced it?
• What did you learn from it?
• Why would another AAOT participant find it useful?
• What are its strengths?
• What limitations or controversies should participants know about?
• Did it lead you to other useful evidence or resources?
• Where would you place it within this resource?

The AAOT Capstone Suggested Reading and Learning Resources should continue to develop as evidence, professional knowledge and the assistance-animal sector develop.

You are not merely being given a reading list.

You are being encouraged to read beyond it, learn beyond it, question it—and help us build the next version.