HETI Journal Repository
2023 onwards: Print ISSN: 2811-6119, Online ISSN:2811-6127
Pre 2023: Online ISSN: 2811-6135
Title | Authors | Year | Categories | Abstract | Price | |
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Laura A. Bassette, Teresa Taber-Doughty, Colleen Brady |
2016/2017 |
Learning and Psychoeducation |
This study examined the effects of using direct instruction and verbal prompting to teach conversational skills to adolescents with mild... Show more (+) This study examined the effects of using direct instruction and verbal prompting to teach conversational skills to adolescents with mild disabilities during therapeutic horseback riding (TR) lessons. A multiple probe design was used to assess the participants’ fluency and generalization of conversational skills practiced during riding lessons. Participants received direct instruction and were prompted to practice conversational skills with their horses, other riders, volunteers, and the TR instructor during lessons. Following the TR lessons, participants completed scavenger hunts during un-mounted activities to assess their fluency and generalization of skills. The results indicate all three participants demonstrated increases in fluency of skills and two participants maintained the skills one month following intervention. Suggestions for future research and implications for practices are discussed. Show less (-) |
€10.00
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Veronica Lac |
2015 |
Therapeutic Riding |
Autism spectrum disorders (ASD) are associated with a wide range of functional impairments that
can cause multiple challenges to the... Show more (+) Autism spectrum disorders (ASD) are associated with a wide range of functional impairments that
can cause multiple challenges to the daily lives of affected families. The impact of therapeutic riding lessons on families with children diagnosed with ASD is discussed in this paper. Through the exploration of the key stressors on these families, a case study is used to illustrate the benefits of therapeutic riding for the whole family. Therapeutic riding engages these children cognitively, emotionally, and physically and has the potential to improve their social and verbal skills as well as increase their sensory processing tolerance. This, in turn, improves their ability to tolerate changes in their routine, communicate within their family, and improve parent-child and sibling relationships whilst increasing the family’s sense of freedom. Show less (-) |
€10.00
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Jessica Johnson, Nicole Nicholson, and Kathryn Potoczak |
2015 |
Therapeutic Riding |
Two case studies examined the impact of therapeutic riding on behavior change in two children
with autism. Two children participated... Show more (+) Two case studies examined the impact of therapeutic riding on behavior change in two children
with autism. Two children participated in six weekly sessions of therapeutic riding lessons, which were tailored to the specific needs of each child. Communicative and motor behaviors were assessed before and after each session using relevant portions of the Childhood Autism Rating Scale (CARS) and the Vineland Adaptive Behavior Scale (VABS). In addition, direct observations of communicative behaviors were undertaken during each lesson. After six weeks of therapeutic riding, no significant changes were found for the CARS. Both children showed improvement on the VABS with regard to communication and motor skill development. Frequency of clear communications increased in both children across lessons. Show less (-) |
€10.00
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Inka Tonteri, |
2015 |
Mental Health |
Aggression is a natural part of living but aggressive behavior is often a sign of inadequate skills
emotion management and... Show more (+) Aggression is a natural part of living but aggressive behavior is often a sign of inadequate skills
emotion management and insufficient social skills. Aggression education, psychosocial education about aggression, is connected to emotional skills education and psychosocial growth. The purpose of this study was to explore how equine-assisted activities and therapies (EAAT) can be incorporated into aggression education with an emphasis on children and adolescents. Literature specifically about aggression education and equine assisted activities and therapies is scarce. A secondary purpose was to create a dialog between different scientific theories and equine-assisted work.
Results of this exploration indicate that equine-assisted work as a form of aggression education has many potential elements. These elements are: positive physical sensations and body awareness; synchrony of being and moving; motivation; empathy training; encountering feelings of disappointment and overcoming them; forming a potential space; creating positive interactions and feelings of connectedness. Very few therapeutic or educational interventions can combine these psychosocial and psychomotoric elements. Show less (-) |
€10.00
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Elyssa B. Doner,Nina Ekholm Fry, |
2015 |
Equine Studies |
Practitioners who provide services with horses that involve human-horse interactions operate in a complex environment. When horses are specifically... Show more (+) Practitioners who provide services with horses that involve human-horse interactions operate in a complex environment. When horses are specifically included to promote human mental health and wellbeing, it seems particularly important that the practitioner has extensive knowledge of equine ethology, including how horses learn and the principles of ethologically sound training. Therapy horses interact with clients whose main purpose is not to learn specific handling practices but to gain personal insight through their relationship and interactions with the horse. When designing sessions or overseeing client activities, practitioners need to take care to not intentionally create distressing situations for the horse. Poor preparation for work role, lack of consistent conditioning or lack of appropriate training can inadvertently create high-risk, high- stress situations for clients and horses. We propose that knowledge of learning theory, which explains how horses learn through common learning processes such as habituation and sensitization, and classical and operant (instrumental) conditioning, is central to ethical interaction with the therapy horse, effective client services, and appropriate risk management for all involved in the session. Show less (-) |
€10.00
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Aliza R. Hirsch |
2014 |
Therapeutic Riding |
Breast cancer is one of the most common malignancies that affect women. Greater awareness, early detection, and swift intervention have... Show more (+) Breast cancer is one of the most common malignancies that affect women. Greater awareness, early detection, and swift intervention have reduced mortality rates. Up to 80% of breast cancer survivors attain a full life expectancy (Fisher & Howell, 2010). Breast cancer treatments, however, often negatively impact upper extremity function and the overall perceived quality of an individual's daily life. Furthermore, cancer survivors may suffer diminished self-efficacy and functional deficits, along with stress-related symptoms such as post traumatic stress disorder. It is globally recognized that post-intervention physical and functional rehabilitation has been inadequate. The benefits of equine-assisted therapy (EAT) for people who cope with physical and neurological impairments have been well documented. However, most medical professionals are unaware of the potential benefits of EAT for breast cancer survivors. This paper introduces a three-phase EAT programme for breast cancer survivors and reports on its application with three clients between 2009 and 2014. Finally, a research proposal is introduced with the following research question: how does EAT impact the range of motion (ROM) and self-efficacy of breast cancer survivors. Show less (-) |
€10.00
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Rowena Naidoo, Zingisa Z Nqwena, Lauren Reimers,
Kate Peters,Takshita Sookan and Andrew J McKune |
2014 |
Therapeutic Riding |
Aim: The aim of this study was to determine the acute effects of a therapeutic horseback riding session (THR) on... Show more (+) Aim: The aim of this study was to determine the acute effects of a therapeutic horseback riding session (THR) on heart rate variability in children with autism spectrum disorders (ASD).
Methods: Heart rate variability time and frequency domain parameters were measured in five participants (6-17 years) with ASD. The heart rate variability parameters calculated were time domain: mean heart rate, inter-beat intervals and root mean squared differences of the standard deviation (RMSSD) and frequency domain: high frequency, low frequency and low frequency to high frequency ratio. Heart rate variability was recorded pre, during and post a 15-25 min THR session. These time point measurements were then compared using one way ANOVA with Tukey post hoc testing. Significance was set at p < 0.05.
Results: Despite no significant changes observed in heart rate or inter-beat intervals, an increase in RMSSD was observed post-THR (p = 0.02). Low frequency (p = 0.0006) and high frequency (p = 0.0001) parameters were significantly increased post versus pre and during THR, which suggested an increased activation of the autonomic nervous system. The post-THR low frequency to high frequency ratio was significantly reduced (p = 0.04) indicating elevated parasympathetic activity after THR compared to pre-THR values.
Conclusion: There is no conclusive evidence showing that participants with ASD demonstrate increased parasympathetic activity acutely after a session of THR. However, positively, the study suggests that it is possible to measure HRV in children with ASD in relation to THR. Show less (-) |
€10.00
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Cherié E. Page, |
2014 |
Learning and Psychoeducation |
This quantitative exploratory study examined how therapeutic riding affects the emotional and social behaviors and symptoms of children aged 5... Show more (+) This quantitative exploratory study examined how therapeutic riding affects the emotional and social behaviors and symptoms of children aged 5 to 12, diagnosed with autism spectrum disorder (ASD). Parents of participants in the intervention group (n = 8) and comparison group (n = 5) completed pre- and post-intervention questionnaires. Participants in the intervention group received 15 weeks of continuous therapeutic riding, which consisted of one 30-minute session per week. Comparison group participants received a multidisciplinary educational approach. The guiding research question was: Does therapeutic riding have a beneficial effect on the social and emotional lives of children with a diagnosis of autism spectrum disorder, as assessed by the Social Communication Questionnaire (SCQ), the Child Behavior Checklist (CBCL), the Social Responsiveness Scale (SRS), and the Sensory Profile (SP)? Results revealed statistically significant positive changes pretest-posttest for the intervention group in social and emotional functioning in the forms of increased social communication, social interactions, reciprocal social skills, communication skills, and multisensory integration in social situations; and a decrease in autistic mannerisms, restricted and repetitive behaviors. Results for the comparison group also showed a significant increase in social and emotional coping strategies and a decrease in sensory-seeking behaviors to self-stimulate. The preliminary results from this study support evidence in the field that therapeutic riding can be an efficacious treatment for children with autism spectrum disorder. Due to the exploratory nature of this study, further studies are needed to evaluate the specific therapeutic effects of therapeutic riding has for children with autism. Show less (-) |
€10.00
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Laura Bassette, Sarah Templin |
2014 |
Learning and Psychoeducation |
The purpose of this study was to measure academic engagement behavior in students with disabilities during an equine-based math... Show more (+) The purpose of this study was to measure academic engagement behavior in students with disabilities during an equine-based math curriculum compared to the traditional special education math curriculum. A repeated measures within subjects design was used to examine level of academic engagement and off-task behavior in six students with disabilities during an equine based functional math curriculum at an equine assisted activity center (i.e., curriculum that includes live horses and horse materials) compared to traditional mathematics instruction at school (i.e., no live horses or horse materials). Student behavior was recorded using the Behavioral Observation of Students in Schools (BOSS) code (Shapiro, 1996). Results indicate that students displayed a higher frequency of engagement during the equine-based curriculum. Areas for future research including effectively utilizing animals in special education curricula and the role of animal assisted interventions in learning are discussed. Show less (-) |
€10.00
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Andrea Carey, Sarah Murray, Anne Barnfield, |
2012/2013 |
Mental Health |
In this paper we present two studies which investigated the psychological benefits of therapeutic riding (TR) for children, primarily those... Show more (+) In this paper we present two studies which investigated the psychological benefits of therapeutic riding (TR) for children, primarily those with disabilities. The studies were run during two TR programs: Study 1, TR delivered in a summer camp; and Study 2, once- weekly TR sessions across two 10-week courses. All participants were tested at SARI Therapeutic Riding (SARI), London, Ontario, Canada. Survey methodology was employed, using standardized, validated questionnaires developed by the American Camp Association to make within-subjects comparisons. Data was collected at pre-camp/TR course, post-camp/TR course and follow-up time points; obtained from parent and child questionnaires, from researcher observation checklists, and through semi-structured interviews with the parents of children who attended summer camp. On all measures the participants of the camp demonstrated statistically significant gains between pre- and post-camp with respect to the domains of positive identity, social skills, physical skills, and positive values (all at p<.01 level). For weekly riding sessions, results from parent surveys were not statistically significant. Observation checklists completed by the researcher did show positive change in behaviours; one-way analysis of variance (ANOVA) comparisons of the domains measured in pre-, mid-, and post-course observations were significant, p<.01.Therefore it appears that TR, delivered in a summer camp or in a 10-week course, can be beneficial to children of all ability levels. Show less (-) |
€10.00
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