Therapeutic Horseback Riding and Autism - Term Paper Example

? Therapeutic Horseback Riding and Autism Therapeutic Horseback Riding and Autism Introduction Autism spectrum disorder can be defined as a developmental disorder that makes a person to have poorly developed communication, social and motor functioning of his skills. It is a group of related disorders that have deficits in communication and socialization and it is important to note that it is characterized by behaviors that are repetitive and must be evident before the age of three. The causes of Autistic Spectrum Disorders remain unknown but there is agreement that it may result due to a complex combination of factors that may include genetically induced factors, wiring of the brain uniquely to an individual or environmental factors. The symptoms of autism are unique to individuals and therefore should not be taken as general amongst those suffering from it. However, there are common deficits in the disorder such as delays in the social interaction of individuals, deficits in communication, absence of imagination and repetitive behavior that may go unrecognized by those suffering from the disorder. At the moment, there is no single mode of treating persons with Autistic Spectrum Disorders but there are several ways that have been proposed to suppress the symptoms and capitalize on the experiences and the results. These may include positive behavioral interventions, physical therapy, occupational therapy for those with pedal and limb problems, therapy aimed at improving speech, sensory integration amongst other modes. While there is a disagreement of a known method of treatment for this disorder, animal-assisted programs like therapeutic horseback riding has been proved and adopted as an effective method of treating or curing the autism disorder especially in children as it has demonstrated remarkable improvement in the behavioral problems and social activity (Keino et al, 2009). Therapeutic horseback riding is provided by an instructor who has been specially trained who teaches the person with the disorder to control the horse with basic learning skills that are imparted at the time of training. The emphasis of the therapeutic horseback riding is focus and attention, management of the body’s sensory mechanism, and communication both verbal and non-verbal in order to teach the person or child with the disorder the skills for riding. This paper examines the effects of therapeutic horseback riding as a mode of treating autistic spectrum disorders with a focus on its effect on the physical and behavioral aspect of the child under the treatment program. This study examined the symptoms and behavior associated with autistic spectrum behavior that may change when children suffering from it are placed under the therapeutic horseback riding as an alternative intervention in treating children with autism disorder. In getting the desired results, the research hypothesized whether therapeutic horseback riding is an effective method of treating behavior and symptoms associated with autistic spectrum disorders and the reaction of the children with such disorders. The question as to whether children suffering from autistic spectrum disorder who undergo therapeutic horseback riding report a change in their behavior and physical well-being as compared to the time when they had not undergone the therapy. Therapeutic Horseback Riding in Managing Autistic Spectrum Disorder According to a study conducted by Kern et al (2011) amongst forty one children suffering from autism spectrum disorders (ASD), children who participated in the therapeutic horseback riding as a means of treating autism had a reduced Childhood Autism Rating Scale (CARS) as compared to those who did not participate in the program. The study compared participants who either dropped before enrolling in the program while others completed the time under which they were on a waiting list period of three months. Others simply did not enroll in the therapeutic horse-riding program due to reasons or circumstances beyond their control. Kern et al adopted a method whereby for any child to participate in the program, they had to have a letter from the physician managing the child with the autism disorder as well as scoring a CARS rating of greater than 30 to participate. As a guide, the basis of the research was that a CARS score of 30 to 36.5 indicated that the child was suffering from moderate or mild autism while 37 to 60 indicate that a person has severe autism disorder. The present study indicated that the average CARS score rate was 37 that showed that the autism levels in the children was severe or had reached rigorous levels. In conducting this research, Kern and fellow researchers adopted a program whereby the children who had been diagnosed with autistic spectrum disorder participated in the horse riding sessions for about an hour only on the usually assigned horse unless unforeseen circumstances made a specific horse unavailable. It was found that the average score in the Childhood Autism Rating Scale (CARS) decreased over the period that the therapeutic horse riding was used as a mode of treating autism disorder. When the children were put in the period that they wait before they join the horse riding sessions, the score indicated in the CARS score did not change. This change was however evident through a decrease after three months of continuous riding and a further decrease after six months of horse riding as a therapy. In the Timberlawn Parent-Child Communication Scale, it was found that after six months of riding, there were massive changes on what on the six-point score criteria as well as a reduction of the child’s Negative Regard. The research found that there were satisfactory scores in the measures adopted under the parent-measured scale, as it was evident that there was a significant improvement in the interaction between the child and the mother (Kern et al, 2011). Therefore, the study by Kern et al clearly shows that therapeutic horseback riding can be an effective way of treating autistic spectrum disorders. Ward et al (2013) have also confirmed the positive effects of horseback riding as a therapy for treating children with autistic spectrum disorders. In a study involving twenty-one children with autism disorders at a riding centre in the state of Virginia in the United States, the researchers found that participation in the program treated or marginally reduced the effects of autism in the children. This study involved teachers who were supposed to sign evaluation or assessment forms at the prescribed intervals during the study and it was important that each participant’s special needs is assessed in order to chose the right horse. Adopting Gilliam Autism Rating Scale-2 (GARS-2) to assess the characteristics associated with autism and a sensory profile school companion (SPSC) for the sensory responses, the teaches in the institutions where the student learnt rated the behavior of the children who took the horseback riding based on performance in class as opposed to when they attend the riding sessions. It is important to note that the GARS-2 is used to assess the characteristics of the children exhibiting autistic characteristics. This is between the age of three years and twenty two years old while the SPSC measured the sensory processing abilities of children between the age of three to eleven in terms of their hearing, seeing, movement, touch and behavior rated on a four point scale. According to Ward et al (2013), therapeutic horseback riding can be an effective mode of intervention or treatment of autism in children with autistic disorders and the positive gains made in the riding sessions can be transferred in the classroom in terms of the performance. They found that after ten weeks of riding sessions, the children with autism disorders had improved in their ability to communicate socially, attentiveness and the ability to tolerate on top of reacting to the sensory inputs in the classroom. Moreover, the ability of social interaction as measured in the GARS-2 scale dropped indicating only a slight showing of signs of autism. Together, these findings have shown that children with Autistic Spectrum Disorders who participated in therapeutic horseback riding had improved behaviors with the benefits being felt in several contexts including classroom performance. Wuang et al (2010) in their authoritative study titled: The Value of Replicated Developing Horse-Riding Program in Children with Autism” have proved the effects of managing autism through simulated horse riding lessons carried out over a period of twenty weeks amongst children with ASD aged six years, five months to eight years and nine months. The study was conducted in a manner where in the first twenty weeks half the children in the simulated horse-riding program participated in both the sessions as well as continued receiving their normal occupational therapies. The other half received only occupational therapy only after which the program was reversed in the second phase of the remaining twenty weeks. The findings of this study found that children with the ASD showed improved efficiency in their motor and sensory integrative functions after the twenty weeks of simulated developmental horse-riding program in children with autism. Horse riding has been confirmed to have a therapeutic effect in terms of psycho-educational development in terms of education on children living with pervasive developmental disorders (PDD) (Keino et al, 2009). According to Keino et al in a study amongst four Japanese with PDD found that regular horse riding resulted in improving the verbal and non-verbal skills of the children under study. This study was conducted by evaluating the behavior of the children under scales that had been developed such as the Human-Equips-Interaction on Mental activity scale (HEIM) that assessed the relationships of humans, expressions, movements, nervousness and verbal and non-verbal communication based on ten itemized criteria. After involvement in the program, it was found that there was a marked improvement in terms of the HEIM as the children had a marked improvement in both verbal and non-verbal communication (Keino et al 2009). These studies confirmed that there was a marked improvement in the social and communication behavior in the children who participated in the psycho-educational horseback riding to manage autism. Bass, Duchowny and Llabre (2009) have provided evidence that therapeutic horseback riding in children with Autism Spectrum Disorders has a positive effect in improving their social functioning. In a sample of thirty four people whereby nineteen were in the experiment itself while the other fifteen put in the waiting list, it was found that after twelve weeks of horseback riding as an intervention, there was significant improvement in the social functioning of the participants. The children who went through the horse riding sessions exhibited greater improvement in their sensory mechanisms, social motivation, and attention. They were also less distracted and had dropped the sedentary behaviors as opposed to when they were before they were put in the horse riding programs. The participants in the experimental nineteen showed a level of improved attention as opposed to the fifteen in the waiting list after the end of the twelve-week horse riding sessions (Bass, Duchowny and Llabre, 2009). Sams, Fortney and Willenbring have found the positive link in treating autism in children by incorporating animals together with the usual occupational therapy. In an investigation to compare the use of language and the interaction of children with ASD in the social context, the researchers found that when there was an increased incorporation of animals such as horse in the therapy program. The kids’ demonstrated better use of language and public communication as related to before the period the horse-riding program was introduced. The study involved twenty-two children with autism between the ages of seven and thirteen who received both forms of therapy that is occupational therapy and animal assisted programs. The result findings therefore proposed that children with autism should engage actively in therapeutic horseback riding as a way of treating autism and improving their learning process (Sams, Fortney and Willenbring, 2006). In these studies, there were limitations that were met for example the study by Wuang et al (2010) was only restricted to a small age range that is five months to eight years only while at the same time having a limited sample of cases with autism. The result could have been different had the result been conducted across a wider age group or covering most of the disabilities associated with development which would have given different results for proving the motor proficiency and integrative functions when evaluated in the simulated horse riding program. Most of the studies were also devoid of a control group and the generation of data from single sources such as ratings by teachers (Ward et al 2013). The studies could have been inconsistent due to factors beyond the control of those undertaking it. For example it could have been difficult to keep a child with one specific throughout the study as some horses became sick, maimed or needed rest thus interrupting the program and at times there were changes in the instructors (Kern et al 2011). The study by Bass, Duchowny and Llabre cannot be taken to be conclusive because it took a shorter period to come up with results and the sample participants were limited in number. Recommendation and Conclusion Therapeutic horseback riding in the management of autism is one of the most efficient and effective method of therapy that can be employed by those giving care to children or persons with autistic spectrum disorder. Studies by governments, institutions of higher learning, private therapists and relevant organizations lend credence to this claim. The importance of this equine-assisted approach has been found to be effective as riding on a horse has been found to improve the balance, muscle control and posture of the rider in this case the person with the ASD. Horse riding therefore has the long-lasting effect of instilling confidence in the rider either emotionally or socially coupled with self-control and improved self-esteem; moreover, the child with the ASD benefits from the development of his motoring skills when he learns to ride the horse. therapeutic horseback riding therapies are also recommended as they are usually conducted in safe and secure environments such as institutions of learning or riding clubs where the children learns under close supervision by therapists. The study outcomes by the different researchers clearly show that equine-assisted approach as a therapy has numerous benefits to individuals with autistic spectrum disorders (ASD). This is evidenced by parents and schoolteachers who have acknowledged that there should be sustained effort in enrolling children with such disorders in horseback riding sessions that have immense benefits on the physical, behavioral and sensory well-being of the child. Although most studies have limitations in terms of not having the requisite or ample sample size, duration of the studies and time for assessment, it has been proven that the benefits of therapeutic horseback riding therapies as a way of managing autism far outweigh other interventions such as the usual occupational therapies. I there recommend horseback riding as a therapy for managing autism as it has the overall effect of improving the concentration of the participant, his patience and tolerance and instills confidence in dealing with uncertainties and fears. It also has an effect of improving communication skills by teaching the rider with ASD how to give instructions and express how he feels. Through sustained horse riding, there are remarked improvements in the behavior of the child with autism couple with positive development in physical well-being and social interactions. References Bass, M. M., Duchowny, C. A., & Llabre, M. M. (January 01, 2009). The Effect of Therapeutic Horseback Riding on Social Functioning in Children with Autism. Journal of Autism and Developmental Disorders, 39, 9, 1261-1267. Keino, H., Funahashi, A., Keino, H., Miwa, C., Hosakawa, M., Hayashi, Y & Kawakita, K. (November 06, 2009). Psycho-educational Horseback Riding to Facilitate Communication Ability of Children with Pervasive Developmental Disorders. J. Equine Sci., 20, 4, 79-88. Kern, J. K., Fletcher, C. L., Garver, C. R., Mehta, J. A., Grannemann, B. D., Knox, K. R., Richardson, T. A., Trivedi, M. H. (January 01, 2011). Prospective trial of equine-assisted activities in autism spectrum disorder. Alternative Therapies in Health and Medicine, 17, 3.) Sams, M. J., Fortney, E. V., & Willenbring, S. (January 01, 2006). Occupational therapy incorporating animals for children with autism: A pilot investigation. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 60, 3.) Ward, S. C., Whalon, K., Rusnak, K., Wendell, K., & Paschall, N. (February 01, 2013). The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism. Journal of Autism and Developmental Disorders, 3.) Wuang, Y. P., Wang, C. C., Huang, M. H., & Su, C. Y. (January 01, 2010). The effectiveness of simulated developmental horse-riding program in children with autism. Adapted Physical Activity Quarterly: Apaq, 27, 2, 113-26. Read More