Adaptive Riding In a Community Based Setting: Behavior Management

In the Case of a Child With Autism.

Jessica Forsdick and Amanda Smith
Abstract
The purpose of this case study was to expand my knowledge on the Therapeutic
Recreation (APIED) process and implement all of the skills learned throughout my
academic career and internship into a real life situation. Under clinical supervision, I
worked with a 12-year-old male diagnosed with Autism within the adaptive riding
program at the National Ability Center. I started this case study as an observer, and by the
end was completely implementing the entire lesson. During the session, we worked on
behavior management, independent steering, and correctly identifying colors.
Key Words: Therapeutic Recreation process, APIED, Autism, Adaptive Riding, Behavior
Management, Independent Steering, Color Identification
Background of the Case
Autism
Autism Spectrum Disorder (ASD) represents a group of related disorders that are
characterized by deficits in communication and socialization as well as repetitive and
stereotyped behaviors that must be present prior to age 3. Some of the specific ways in
which adaptive riding benefits individuals with autism are communication (verbal and
nonverbal), social reciprocity, confidence, increased tolerance of change, and sensory
regulation. A few tips to working with individuals with Autism are to do tasks that they
are comfortable and bring them joy, add new tasks slowly, give them praise, do not force
interactions and do not allow improper actions but expect good behavior.
Adaptive Riding
Adaptive riding uses equine assisted activities to support well-being within the cognitive,
physical, emotional and social therapeutic domains for individuals of all abilities.
Adaptive riding aids in by using multi-sensory experiences, physical exercise, selfesteem, communication, 3D swinging gait, decreased spasticity, improved independence,
and much more.
Horseback riding also encourages individuals switch from the sympathetic nervous
system to the parasympathetic system. This is due to the fact that the horse provides the
rider with 3 key things: warmth, rhythmic massage, and modulated sensory input. These
allow emotional changes to occur (the parasympathetic system takes over) and emotions
become more stable and participants can think more clearly. This tends to help
participants relax more and have a greater sense of self-control.

Community Practice Setting and Instructors

My supervisor, Amanda Smith, is a certified Therapeutic Recreation Specialist (CTRS) as
well as a certified Professional Association of Therapeutic Horsemanship International
(PATH) instructor. I am a undergraduate student worked one-on-one with the basis with
the participant under the supervision of Amanda Smith. I completed all documentation
throughout the session; assessment forms, daily progress notes, and final evaluation of
the program. The setting for the case study was held completely at the barn located on the
National Ability Centers Ranch property.
Demographics of Participant
Justin is a 12-year-old boy who has been diagnosed with Autism. Justin is currently
prescribed oxycarbazepine for mood regulation with no noted side effects. Justin has been
participating in the equestrian program since 2008. He comes to the Summer 2014
session every Friday at 11 am.
Case Content
Initial Assessment
Justin understands 2-step instructions and will follow tasks with prompting. He can
identify items side by side, but struggles to verbally identify the same items. Justin uses
repetitive answers and will say yes even if he does not mean yes. He has a short
attention span, prompting is required during tasks. It is important to give instructions
rather than ask him questions. Give him a list of the tasks you will be preforming, remind
him once he is done with __ he will be doing __. While grooming, use numbers to get
him to brush an appropriate amount of times. He will ask for help once he has tried it one
time, but encourage him to try at least 3 times before you help him, yet you should praise
him for asking for help. Justin is fair at exhibiting his emotions. He gets excited when he
is about to ride and nervous about the dismount. When he is excited, he is very easily
distracted and often runs or dances about, he also will use a very loud voice or shriek.
On-going Assessments
Throughout the case study, we wrote progress notes and did on-going assessments on the
goals and objectives we set for Justin along with the tack, props, and activities we used
during lessons. We started with rainbow reins, but quickly switched to the red and blue
knotted reins based on his past progress notes and with the goals we made for him.
Initially, behavior management was not a part of Justins individualized treatment plan,
but we noticed it was an area in which our adaptive riding program could benefit him and
added it into his plan and we implemented into his lessons.
Planning and Implementation
Each lesson was planned the week before based on our assessment from that day.
Preparation for each lesson involved informing all volunteers about the lesson plan for
the day along with making sure the ring is set up for your activities or clear of obstacles
that will interfere with your activities planned. Check weather forecast and clouds outside
if planning on going outside for any part of the lesson.

Implementation of the program consisted of greeting the participant at the main entrance
and getting his proper fitting helmet on. We then walked to the tack room and got all of
the items needed to tack and groom our horse. Grooming and tacking takes anywhere
from 10 to 15 minutes and is where your assessment and observations for the day take
place. After grooming and tacking, we walked Rjuka into the arena and walked her in a
warm-up lap to assess how her mood is for the day. After her warm-up lap, Justin would
then mount and we would work on warming up his body and getting ready for the lesson.
We would then go into our activity for the day and work towards his daily goals and
overall program goals. After our activity, we would do a cool-down activity and review
the days lesson. Dismount after debrief, then walk the horse into the barn. We would
then un-tack and give Rjuka a thank you brush and the participant is then dismissed.
Final Evaluation and Results
The overall goals and objectives for Justin were not completely met. Due to the two
weeks where his sessions were not attended in full, progress was hindered. In the time we
had with Justin, we did make progress towards independent steering and better behaviors
in the barn. According to the final evaluation filled out by Justins caretaker, he made
progress in increasing his overall independence, his ability to enjoy recreation, and he is
likely to continue participation in the program.
Authors Comments
Overall the case study was a great experience and aided in both Justin and my goals here
at the National Ability Center. I feel that I have learned how to properly follow the
APIED process from the beginning of a session to the end and have developed skills in
planning out activities, using others as resources, and working within an
interdisciplinary team.
References