Autism Therapy: therapeutic horseback riding

definition of therapeutic horseback riding: Therapy that involves individuals interacting with and riding on horses. Therapeutic horseback riding may be beneficial to people with a variety of special needs, including children with autism. Therapeutic Horseback riding can encompass many different disciplines and is a recreational lesson that can be used for social, educational or other reasons.

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Journal of Autism and Developmental Disorders, by Bass, MM, Duchowny CA, and Llabre MM, published in 2009, summarized Oct 5, 2009

Therapeutic horseback riding may improve social skills in children with autism.

Children with autism who rode horses as therapy showed improvements in several social skills after 12 weeks of therapy. This study compared before-therapy and after-therapy scores on social skills tests for 19 children (5-10 years old). Children were improved in sensory seeking and sensitivity. They also had more social motivation and were less distracted. The authors said that this is the first study to measure the impact of horseback riding on social skills in children with autism.


Developmental Medicine & Child Neurology, by Wann, J., published in 2007, summarized Aug 15, 2007

There is a lot of research going on right now on how and why children move the way they do.

In this article the author comments on the review by Sugden. He notes that developmental coordination disorder (DCD), which looks like clumsiness, is very common in school-aged children. DCD also often occurs with other problems, such as autism. He states that therapists still don't truly understand how DCD looks in children with autism versus how DCD looks in children with attention deficit disorder. The review focuses on how to help these children by targeting therapies at the tasks the children want to learn to do (riding a bike). Motor control research shows that in many cases the problems come when a child cannot switch his gaze from one part of the task to the next part of the task.


Developmental Medicine and Child Neurology, by Sugden, D., published in 2007, summarized Aug 14, 2007

Movement coaches can help focus their different therapies on teaching a child how to move better through space.

Some children with autism are clumsy (development coordination disorder (DCD)). There are not many therapies that have been shown to help children who are clumsy. This review article describes how sensory integration therapy can be one tool. In order for the therapy to work, the child has to be an active part of the therapy. Therapy should focus on tasks that have meaning for the child (e.g., riding a bicycle, drawing, and writing). Parents can also learn how they can help to change the task so that it is easier for the child.


Tina Robbins realized just how special her Kalamazoo community was when they stepped up to help her out with her son with autism. Robbins is a single mom and her son Logan is a non-verbal youngster with autism. Robbins explained that Logan has sensory issues, wandering, and self-injurious behavior. As an advocate for her son, she reached out to Kalamazoo Community Mental Health and Substance Abuse Services (KCMHSAS) for help. Jeff Patton, CEO of KCMHSAS, explained that Kalamazoo is a caring community and different agencies pooled their resources to help Logan as well as other children with special needs. Western Michigan University provided speech and music therapy. He received his service dog, Denver, from Paws with a Cause. Cheff Therapeutic Riding Center provided equine therapy, while Project Lifesaver made sure that Logan didn’t wander away from home. Tina also gets help; Woods-Edge Learning Center and Family and Children’s Services Respite Program provides respite services, so that she can be re-energized and effective when caring for Logan.

Read original article: Kalamazoo Community Networks Support Children with Disabilities


Along with its rodeo-themed curriculum, the Westwind Rodeo Academy in Alberta Canada offers equine therapy for people with autism. Shellee Shaw, the academy’s director began focusing on kids with disabilities in 2009. She believes that horses and kids with autism are a natural match; there is unconditional love from the animal, full body movement for the child, and reduction of stress. Teachers and therapists who help with the horseback riding talk about the improvements they have seen in children’s confidence and communication. “It probably is the most effective thing that I’ve done with kids,” said Lanny Smith, a counselor at Cardston Elementary School.

Read original article: More than Horseplay: Rodeo School Helps Children with Special Needs


The Equestrian Association for the Disabled (TEAD) in Canada gives children with autism and other disabilities the chance to improve their physical and emotional skills. TEAD was founded in 1978 and currently have more than 100 riders on a weekly basis. One example of body strength improvement is a youngster who, when he began riding, couldn’t stand up in the stirrups for more than a second or two. Now he can stand for the time it takes to spell his name, Christopher, out loud. Hilary Webb, TEAD’s executive director explains, “Kids seem to bond with horses and develop trust in them. There seems to be mutual respect — the horse for the person and the person for the horse.”

Read original article: Horse Power: Therapeutic Riding Helps Disabled Youth


Riding to the Top, one of New England’s largest therapeutic horseback riding centers, has helped kids with autism and other developmental delays since 1993. They currently have a year round location in Windham that serves 250 people a year from ages three to 73. Sarah Bronson, executive director, explains that horseback riding helps with muscle strength, communication, social interaction, and academics. Linda Baker, a special ed teacher at King Middle School says, “It had an affect on their academics." They're reluctant writers. But this just opened them up. For the first time, I got them to write a full page about their experience -- because they had a great experience to write about.”

Read original article: Many Find Riding Horses Therapeutic



Please comment on this autism topic.

Children with autism and horses

Jan 17, 2012 by Anonymous

PREFACE:

My experience working with children diagnosed with Autism has been a little like knocking on the door to their place of business. 

Option #1

Sometimes, no one answers the door and even if the hours of operation are posted, they are not always observed.

Option #2

If the door is answered, you rare sometimes invited in, but once inside you realize it is a waiting room where messages are exchanged.  There is no direct contact.  This can cause delays, miscommunication and confusion.  Patience and timing are critical.

Option #3

With enough effort and understanding you are sometimes (and hopefully) invited into the main office and speak to the boss directly.  In this setting, skills understanding and effort are still required but are less demanding and more productive.

This is the most rewarding and productive of the three options.

The equine program developed at the Westwind Rodeo Academy has facilitated the opportunity to enter the office and speak to the boss directly.  (Remember - they are not YOUR boss, but the boss of the company you need to do business with.)

I personally believe it has been a key ingredient in several instances, in moving forward and grasping the potential for the Education system to assist and direct students diagnosed with Autism in their academic efforts and opportunities.

FOLLOWING : Is a cursory description of a multi-faceted program that will hopefully provide a glimpse into these concepts.

CAUTION:  The thoughts information and data provided here are solely my responsibility and have not been endorsed, accredited, approved or even spell-checked by the Westwind School Division, the Westwind Rodeo Academy or any other authority.

Harlan (Lanny) Smith B.S.W., Family School Liaison Counselor

e-mail lannysmith56@gmail.com

The Program

More than just a riding program, the Westwind Rodeo Academy in Cardston Alberta provides a unique program centered on relationships that is based on a triad as part of a larger group of nine.  Each child that attends the program is matched with a specific horse and equine specialist EQ (horse handler) that is chosen for their skills and experience working with children with special needs as well as their command of horse knowledge and competence.  

The group of 9 is formed with 3 groups of 3 to allow for broader experience, interactive activities and comparative experiences and an ambience in the session.  The selection of which 3 students will attend together is carefully considered and may include children with a variety of challenges not limited to Autism.  The sessions are repeated for 6 consecutive weeks and may be repeated up to 4 times a year, space allows and need requires, although each section is provided as a stand alone intervention.

One of the most inspiring experiences is when children fully embrace the horse and the relationship when they take the opportunity to lay down on the horses back without saddle (sometimes with a bareback pad or blanket, but not always), and spend quiet time, just embracing the horse while the child is at rest.  This can include conversation with the EQ as originated by the child and is largely a listening activity for the EQ, or just a silent time.  This activity is sometimes suggested by the child and sometimes by the EQ and may occur at anytime during the session.  It is can be used to de-escalate the child or address stress or emotional discomfort.  It is also used as a modest celebration or reinforcement in the relationship.

Actual riding occurs during these sessions but is not the object or the goal.  Many sessions pass without the child being on horseback as the situation dictates.   Each session is focused on the child's orientation to the world around them as far as they can express through words, body language, choices or actions, their needs and concerns as well as interests and inclinations.  Although safety is an over riding principal, convenience to the horse or EQ is secondary to the child's expressed or perceived preference.  

We have witnessed EQ's trotting beside the horse as ridden by the child who has expressed a desire to have the horse move at faster than a walk.

(Again, safety is paramount which necessitates one or more EQs running beside the horse. In this case, the child's skills and aptitude to remain safely on the horse is previously determined.  We also consider the horses history and attitude and performance on that particular day as part of the decision making process.)  

This can be physically demanding and inconvenient for the EQ but a major contributor to the child's experience and benefit.  The results the child experiences, the more effort required by the EQ to facilitate without imposing or tainting the child's experience.

The other component of this system is the support of a Mental Health Practitioner and supervision by the Facility Director.  This completes the formal team.  Decisions about activities, concepts and specific goals are managed by the Facility Director and Bahavior Specialist and the EQ's in consultation.

We have also encouraged with some success, the attendance to at least one of the sessions in each section by a significant family member as well as the students classroom teacher and possible other support personnel.  These individuals are given direction about the concepts of non-interference and non-projecting on the child's experience while acknowledging the elements the child is embracing.  They meet the horse, the EQ and observe the activities.  We often take pictures or video and encourage this experience to be talked about at home and in the classroom.

Of course this is a snapshot of the experience in condensed form and there are many details and intricacies that cannot be explained or properly presented in this format.  Overall, the development of this process has been  most rewarding and inspiring and worth the investment of time, money and effort.  It requires many elements working in concert to achieve this model.  We are fortunate that these things have come together thus far.

Questions or comments leading to discussion and education are appreciated.


Horseback riding is a great tool!

Dec 13, 2011 by Anonymous

Andrew (7 years old) has been riding since he was 3 years old.  He enjoys the trotting on the horse and I believes it helps him tone down his verbal scripting.  The motion of the horse calms and relaxies him.  He likes to ride backwards and lays his head on the horse's rump.  He rides the horses at LaDawn  Therapeutic Riding Center in Dayton, Maine and they have an indoor riding facility,  outdoor ring and outdoor sensory trail to keep him on his toes for the entire year...no breaks for winter months. I highly recommend therapeutic riding!


Horseback riding is a great tool!

Dec 13, 2011 by Anonymous

Andrew (7 years old) has been riding since he was 3 years old.  He enjoys the trotting on the horse and I believes it helphit one down his verbal scripting.  The motion of the horse calms and relaxies him.  He likes to ride backwards and lays his head on the horse's rump.  He rides the horses at LaDawn  Therapeutic Riding Center in Dayton, Maine and they have an indoor riding facility,  outdoor ring and outdoor sensory trail to keep him on his toes for the entire year...no breaks for winter months. I highly recommend therapeutic riding!


Responding to movement therapy

Mar 15, 2011 by Anonymous

Please consider an outstanding movement exercise that works

the whole body which is riding a horse.  My hope is that some

day Autism Movement Therapy(Music & Dance)  well do a demonstration

at a therapeutic riding center where several movement rhythm therapies

can come "Together" for the benefit of the student.

Thanks, Phil Waigand "THE BEAT"(Heart Hoof Drum)  Arlington, TX  



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  • Synonyms for therapeutic horseback riding include: horseback riding, riding, riding therapy, therapeutic riding
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