Abstract
This study investigated levels of engagement and its relationship to sensory processing in autistic children when riding a horse and riding simulator. Strong correlations between engagement and processing were found, warranting further investigation.
Primary Author and Speaker: Heather Panczykowski
Although interventions with horses has been found to be beneficial in improving socialization and problem-solving for children with autism, it is unknown whether child preference influences therapeutic outcomes of these interventions. Technological advances have increased intervention options to include horse-riding simulators that were created to mirror horse movement. The first objective of this study was to determine if there were statistically significant differences in levels of engagement between the horse and horse-riding simulator. The second objective was to determine if there was a relationship between sensory processing patterns and engagement between these two riding interventions. This study utilized a one-group, quasi-experimental repeated measures design. Ten children, ages 5–12, completed the study that required two separate visits. The first visit included completion of EASI assessments and a 20-minute ride on the riding simulator. During the second visit, the child rode a horse for 20 minutes. Results of this study indicated no significant difference in levels of engagement between the horse and horse-riding simulator. However, positive relationships between engagement and sensory processing were uncovered using the Evaluation of Ayres Sensory Integration assessment. There was a statistically significant, strong positive correlation between engagement on the horse and postural control (rs =.860; p = <.001), ocular motor skills (rs = .71, p = .02), and ocular praxis (rs = .63, p = .05). Additionally, strong, positive correlations were noted with engagement on the horse-riding simulator and postural control (rs .79; p = <.001), ocular motor skills (rs = .61, p = .05); and bilateral integration (rs = .65, p = .03). This study underscored the importance of incorporating engagement measures in addition to traditional assessments to determine the just right interventions for autistic children. Limitations include lack random condition order and small samp.
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