The Contribution of Therapeutic Horseback Riding to the Improvement of Executive Functions and Self-Esteem Among Children With ADHD

Abstract

Background: Attention deficit hyperactive disorder (ADHD) is associated with difficulties in executive functions (EFs), ( assessed by questionnaires) and self-esteem. Objective: To examine the contribution of therapeutic horseback riding to the EFs’ improvement and self-esteem. Method: In total, 123 Israeli children diagnosed with ADHD participated in the study. The study group participated in 20 weeks of therapeutic horseback riding sessions in addition to receiving medication, whereas the control group received only medication. The children and their mothers filled out questionnaires before treatment, at the end of treatment, and 12 weeks after the treatment ended. To examine changes in the children’s EFs and self-esteem, a series of latent growth models (LGMs) were conducted. Results: Therapeutic horseback riding contributed to the improvement of EFs and self-esteem. Improved self-esteem predicted subsequent improvement in EFs. Conclusion: Therapeutic horseback riding is an effective therapeutic method to improve EFs and self-esteem among children with ADHD.

The Horse as a Therapist: Effects of an Equine Program Without “Therapy” on the Attention and Behavior of Youth Disengaged from Traditional School

“…[8][9][10][11][12][13]31 Two recent studies also used the BRIEF and found statistically significant improvements, lending further support to the current findings. 14,15 The authors' medium effect sizes correspond with previous findings of similar magnitude. 4 If a nontherapeutic equine program can shift behavioral symptoms from a negative to a positive trajectory, as shown in this study, it may be advantageous as an intervention and early intervention for atrisk youth displaying behavioral difficulties such as those associated with ADHD.…”

“…The current approach deviates from most methodologies [8][9][10][11][12][13][14][15][16] in the field by running an equine program without specific therapeutic content. It also uses quantitative measures, where past research into equine programs without therapist involvement have used qualitative approaches.…”

“…3,4,7,34,35 However, like this study, two recent studies used valid and reliable measures of executive function. 14,15 This allows for comparison between studies and begins to diminish the limitation of varying or unreliable measures used within the literature.…”

“…3 A number of studies have reported that equine programs can contribute to reductions in hyperactivity, inattention and distractibility, and improved self-regulation. [8][9][10][11][12][13][14][15][16] The psychological benefits of horses may occur for several reasons, and three rival hypotheses have been proposed: (H1) therapeutic benefits are unrelated to the horse, (H2) the horse provides a positive context for the benefits to occur, and (H3) the horse itself has specific therapeutic qualities. 3 Although these have not been specifically tested, most subsequent research supports H2.…”

Mental health benefits of mounted equine‐assisted therapies: A scoping review

“…The studies focused on Mounted‐EAT participation for a broad range of mental health and behavioural issues across these populations. The issues included persons struggling with substance use (Collingwood et al, 2021; Gatti et al, 2020; Kern‐Godal et al, 2015; Kern‐Godal, Brenna, Arnevik, et al, 2016; Kern‐Godal, Brenna, Kogstad, et al, 2016); youth at‐risk (Bachi et al, 2012; Burgon, 2011); children with ADHD (Aviv et al, 2020; Cuypers et al, 2011; Hyun et al, 2016; Jang et al, 2015; Oh et al, 2018; So et al, 2017; Yoo et al, 2016); youth with self‐harming behaviours (Carlsson, 2017); persons with histories of trauma (Craig, 2020; Mueller & McCullough, 2017; Naste et al, 2018; Yorke et al, 2013); veterans with post‐traumatic stress disorder (PTSD; Johnson et al, 2018, 2021; Lanning et al, 2017); adults with schizophrenia (Cerino et al, 2011; Collingwood et al, 2021; Corring et al, 2013); women with eating disorders (Lutter & Smith‐Osborne, 2011; Sharpe, 2014); youth with severe emotional disorders (Roberts & Honzel, 2020); women who have had breast cancer treatment (Cerulli et al, 2014); and children with stressful home environments already receiving school counselling (Pendry, Carr, et al, 2014; Pendry, Smith, et al, 2014; Pendry & Roeter, 2013).…”