Animal-assisted interventions (AAI) differ according numerous parameters. No “optimal” procedure had been identified. Here, a procedure based on “model-rival” social learning concept was developed as a potential tool for triggering recipients’ visual attention. We studied mechanisms underlying recipient-service dog interactions in classic sessions, then we proposed experimental sessions where educator’s attention was focused on the service dog and not on the recipient anymore. We based on (1) social attention is so crucial that individuals can intervene in dyadic interactions to draw attention, and (2) attention is an intrinsic part of social functioning and social skills’ development. Two studies questioned whether educator’s attention changes could encourage ASD children (S1, n=20, mean age: 7.6±1.6yo; S2, n=9, mean age: 13.7±2.3yo) to initiate communication with the educator-service dog dyad. Visual and physical behaviours were recorded using ethological methods. Both studies yielded similar results. Educator’s attention changes induced ASD children to intervene in the interspecific dyad to draw attention by using both visual and physical behaviours. Their visual attention increased significantly and continued to do so across sessions (e.g more gazes and joint attention towards the educator when educator and service dog were close to one another). This was clearly due to the experimental procedure; none of these changes were observed when educator’s attention was oriented towards ASD child.