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

Journal of Autism and Developmental Disorder ISSN 0162-3257 J Autism Dev Disord DOI 10.1007 / s 10803-015-2530-6

Marta Borgi, Dafne Loliva, Stefania Cerino, Flavia Chiarotti, Aldina Venerosi, Maria Bramini, Enrico Nonnis, Marco Marcelli, etc.

Effectiveness of standardized equine support treatment for children with autistic spectrum disorder

Control group n = 13; inclusion criteria: IQ [70]. Treatment sessions involve relevant systematic activities

IQ [Wechsler Child's Intelligence Scale, Third Edition (WISC-III; Wechsler 1991), Lack of previous experiments -

Please use STATA. Statistical significance was set at p <0.05. If a big difference is found,

Time, total F [68, total p <0.006, see Table 2). ANOVA analyzes the socialization score of VABS

F (1,18) = 30, p = 0.034, Tukey test p \ 0.01, Fig. 1). The subject is

Tukey test, p \ 0.01, Figure 2). Again, the scores obtained at baseline (t 0) differ between the two groups.

Center (p <0.05) but not visible in other centers (p [0.05]). Time 9 Group 9 Center does not have important interactions

Figure 1 VABS socialization score for EAT and control (CG), baseline (t - 0) and 6 months (t - 6). Analysis of variance analysis x

Group interaction, p \ 0.05; * Tukey test p \ 0.01. The social score of the EAT group increased from t - 0 to t - 6; no change was observed

Fig. 2 TOL planning time (average delay in implementation of initial movement) in EAT group and control group (CG) after baseline (t - 0)

6 months (t-6). ANOVATime x group interaction, p \ 0.05; * Tukey test, p \ 0.01. The latency of the EAT group decreased from t - 0 to t - 6; no change in CG was observed. Are all data displayed as average? SEM

Acknowledgments I thank the Italian Equestrian Equestrian Equestrian Rehabilitation Bureau.

The authors contributed MBo, FCi, SC to conceive research, participated in its design and adjustment, and drafted the manuscript.

The information in this guide was derived from reports, comparative effects of children with autistic spectrum disorders, and treatment of children with autism spectrum disorder. These reports were prepared by the Vanderbilt Evidence Practice Center and funded by the Healthcare Research and Quality Agency (AHRQ).

Autism is a brain development disorder mainly affecting social behavior and communication development. A therapist who deals with children with Autism Spectrum Disorders often uses behavioral therapy as a treatment. Correct behavioral therapy for each individual with autism may include one or more of the following techniques. One of behavioral therapy for autistic children has application behavior analysis (ABA). ABA is used to help children achieve positive targets and distinguish bad behavior. Ideally, when a well-trained therapist uses ABA, he works with a child on a one-on-one basis for over 40 hours a week. First, observe the child and then proceed to the target. In order to implement the plan, the therapist rewards the behavior the child wishes to achieve and ignores bad behavior.

ABA therapy is designed to support the behavioral program of autistic children. In particular, there is no natural learning behavior. For everyone diagnosed with autism spectrum disorder, I can not admire ABA as a perfect solution. It is controversial and sometimes related to children, parents and therapists, there are things that are very difficult. Our ABA treatment is provided by physiologists who approve the treatment plan and supervisors and administrators of the clinic to confirm that the treatment plan is being implemented correctly. We often meet advanced therapists. They manage the treatment plan and document the progress. Senior therapists also manage line therapists. We saw our senior therapists work at least a few hours a week, but we saw our therapist working 20 ~ 30 hours a week.