Psycho-educational Horseback Riding to Facilitate Communication Ability of Children with Pervasive Developmental Disorders

Abstract

In this study, we applied a novel psycho-educational horseback riding (PEHR) program to the treatment of four Japanese children with pervasive developmental disorders (PDD) in order to facilitate the acquisition of verbal and nonverbal communication skills. The behavioral changes in each child were evaluated using a psychological and behavioral scale. The scale for evaluating the effect of Human-Equips-Interaction on Mental activity (HEIM scale) was designed to assess the behavioral improvement of children based on the following 10 items: Human relationships, Imitation, Emotional expression, Sudden physical movement, Fixative behavior, Adaptation to change, Visual response, Fear or nervousness, and Verbal and nonverbal communication. After taking part in the PEHR program for several months, all subjects showed remarkably improved HEIM scores and marked improvements were observed in eye contact with others (instructors, side walkers, and leaders) in the riding area. A statistical difference was found in items 1, 2, 3, 6, 7, 8, and 9. However, no statistical difference was found in items 4, 5, and 10. As the program progressed, the children showed enhanced verbal and nonverbal communication skills, and became more expressive in their emotional and empathetic interaction with their parents. These observations suggest that the normal functioning of pleasurable emotions and empathy may facilitate further improvements in joint attention, imitation and empathy, and may result in successful verbal expression by PDD children. Therefore, horseback riding can play a very important role in the psycho-educational support required for the communication ability of PDD children.

Effectiveness of a Standardized Equine-Assisted Therapy Program for Children with Autism Spectrum Disorder

“…Reported outcomes of equine-assisted interventions for ASD population include improvements in different areas of functioning known to be impaired in ASD, namely increased social responsiveness and motivation, language/communication, as well as decreased problems behaviors and stress (Bass et al 2009;Gabriels et al 2012;Keino et al 2009;Kern et al 2011;Memishevikj and Hodzhikj 2010;Lanning et al 2014;Ward et al 2013). There is also preliminary evidence of the potential use of therapeutic riding to improve motor functioning and sensory processing in children with a developmental delay, including those with ASD (Bass et al 2009;Gabriels et al 2012;Ward et al 2013;Winchester et al 2002).…”

Review of current evidence and future directions in animal-assisted intervention for children with autism

“…A preliminary body of literature indicates that individuals with autism appear to seek out and benefit from interactions with animals. The largest portion of research on animals and autism has focused on AAI through brief, weekly sessions, which appear to increase social functioning, as demonstrated through increased social awareness 24 , increased social interaction and decreased social isolation 23,25,28 , increased social motivation 27,29 and increased social skills and behaviours 26 , in children with autism. Additional findings include increased general motivation 27,29 , increased language and communication 25,28 , increased focus or decreased inattention 24,27 and decreased problem behaviours 26 .…”

“…The largest portion of research on animals and autism has focused on AAI through brief, weekly sessions, which appear to increase social functioning, as demonstrated through increased social awareness 24 , increased social interaction and decreased social isolation 23,25,28 , increased social motivation 27,29 and increased social skills and behaviours 26 , in children with autism. Additional findings include increased general motivation 27,29 , increased language and communication 25,28 , increased focus or decreased inattention 24,27 and decreased problem behaviours 26 . The provision of service animals for autism may provide similar benefits, with parent-reported outcomes including increased safety, independence and socio-emotional functioning 32,33 , and corroborating parent-report and physiological data may indicate decreases in stress 34 .…”

“…Other studies have examined AAI with horses, which generally involve riding horses as well as engaging in care-related and grooming activities. Studies of AAI with horses have demonstrated increased sensory and social motivation and decreased inattention 27 , increased communication and social behaviours 28 and increased motivation to engage in everyday activities 29 .…”

An Observational Study on Canine-assisted Play Therapy for Children with Autism: Move towards the Phrase of Manualization and Protocol Development

“…Table 1 shows recent EAAT publications use two main types of interventions: equine assisted therapies (EAT) and equines assisted activities (EAA) for working with the ASD population. The reviewed EAA studies included studies of therapeutic horseback riding (THR) (Bass et al, 2009;Gabriels et al, 2012;Gabriels et al, 2015;Garcia-Gomez et al, 2014;Jenkins & DiGennaro Reed, 2013), a study of psychoeducational horseback riding (PER) (Keino et al, 2009), and two other EAA studies (Kern et al, 2011;Lanning et al, 2014); whereas the reviewed EAT studies included the hippotherapy study of Taylor et al, (2009) and the study of Memishevikj & Hodzhikj (2010). It seems that there is a growing trend of using THR in ASD intervention.…”