The Hippotherapy Effects On Children Diagnosed With Disorders From Autistic Spectrum

Abstract

For children diagnosed with autism, an outdoor therapeutic scenery, in nature, represents an environment full of auditory, olfactory, tactile stimuli, and because it takes place on horseback, we can also introduce the kinesthetic; the child interaction with all these elements helps to desensitize it, and may favor an easier integration into everyday life, which is not deprived of any of the above-described stimuli, but on the contrary, they are everywhere. Working with the horse not only produces physical benefits but also has many psychosocial influences. The simple fact that the therapy takes place on a farm in a natural environment and outside the typical therapeutic centers provokes additional stimulation. The greatest attribute of the horse during therapy is that it produces motivation and a tolerant environment. Assisted activities and therapies are not seen by the client as therapy, but also as time spent with the horse. Research hypotheses 1. It is assumed that hippotherapy, adopted as complemental therapy, helps to develop empathy. (in children diagnosed with TSA empathy is much deficient, nonexistent). 2. It is assumed that engaging the child in various tasks closely related to the horse leads to an increase in the level of independence. Conclusions The research results have shown that hippotherapy can have beneficial effects on children diagnosed with TSA. Hippotherapy should not be considered as a single therapy, but its integration into the therapy programs of children diagnosed with TSA leads to great benefits for them.

Keywords: Hippotherapyautismchildren

Introduction

Hippotherapy represents any form of therapy that uses the horse as therapeutic element. The goals and activities are the same as any other therapies. The client does exercises on horse but doesn’t direct the horse. In USA, the hippotherapy is offered by an occupational therapist, a kinesiotherapist or a logopedist. The THR (Therapeutic Horseback Riding) originated in Denmark in 1952, when Lis Hartel, dependent on wheelchair because of poliomyelitis, she rehabilitated and later won the Olympic medal with her horse.

 In the 1960s, the idea of ​​using horseback riding for therapeutic purposes spread to Denmark, Norway, England, U.S.A and Canada. Since then, people in the United States with a variety of disabilities have used THR to enhance physical, psychosocial and cognitive functioning (Snider et al, 2007).

To standardize this growing industry, in 1969, it was established The North American Riding for the Handicapped Association (NARHA) to develop national accreditation standards to ensure safe practices and effective training programs and instructors (Afanasiev, 2016).

Also, the therapeutic benefits of the animal have been recognized since the 1700s, when farm and domestic animals were used in psychiatric treatment units. Archaeologists suggest that the mutual relationship between dogs and humans has expanded over 140,000 years. Today, dogs have a well-established role in society, not only as a pet, but also in police and military forces and health domain. The scientific basis of Animal-Assisted Therapy (AAT) comes from the field of anthrozoology, also known as "human-animal interaction" (HAI). HAI implicates researches that explore the human-animal relationship in a mutual manner, and how it influences the physical and psychosocial well-being. The theory behind HAI is that: the animals represent a source of support that doesn’t judge, and which can facilitate social interaction. Most of the literature available at TAA for cerebral palsy and autism spectrum disorders shows alongside horse therapy, also known as hippotherapy, accompanied by other studies of dog and dolphin assisted therapies.

Equine Assisted Activities and Therapies (EAAT), by translation, equine-assisted activities and therapies, encompasses all the activities that uses the horse in order to contribute positively to cognitive, physical, emotional and social well-being of people with disabilities. It includes therapies, recreations, and even high level sports competitions.

Problem Statement

The aim of the research is to identify the effects of hippotherapy in children diagnosed with autism.

Research Questions

1. It is assumed that hippotherapy, adopted as complemental therapy, helps to develop empathy. (In children diagnosed with TSA, empathy is more deficient, thru nonexistent).

2. It is assumed that engaging the child in various tasks, related closely to the horse, leads to an increase in the independence level.

Purpose of the Study

• identifying the effects of constant interaction with the horse on empathy

• identifying the degree of child's independence in various tasks closely related to the horse

• identifying the effects that constant interaction has with the horse on safety and caution level

Research Methods

Findings

1. It is assumed that hippotherapy, adopted as complemental therapy, helps to develop empathy. (On children diagnosed with TSA, empathy is more deficient thru nonexistent) (Sandu, 2012).

To test the hypothesis, we applied the Toronto empathic test before and after hippotherapy. (Table 01 ).

Analyzing the t test data for sampling pairs regarding empathy on children with TSA, before and after the program of hippotherapy, we notice that there are significant differences, t = - 11, 124, at p = 0.000, meaning that, the mean of the previous empathy variable before the beginning of the therapy was 12, 91 and after the therapy it increased to 15,91. Children with TSA become more empathetic because during the course of their therapy they establish a special relationship with the animal, which allows them to empathize easily in their everyday life.

Hippotherapy assumes and is based on the interaction of consistency with the animal; during therapy the child is encouraged to comfort the horse, to kiss it both through the words and the copying behavior. Also during hippotherapy, the emotional identification of both the child and the therapist, the volunteer and the animal is worked out, with the help of questions such as: "How do you feel? What do you feel?

In the case of children with language, we also use directed imagery, a method that allows for a deeper analysis of feelings, senses and sounds: "What's that sound? How does fur feel?" All of these elements contribute to the development of the child's empathy with TSA, all the more so, as everything is done in a context lacking the word "no", lacking in criticism and rigidity.

2. It is assumed that engaging the child in various tasks related closely to the horse leads to an increase in the independence level.

In order to verify the hypothesis, we applied the ABAS test before and after the hippotherapy, the resource use scale.

Analyzing t test data for paired samples with regarding the use of resources in TSA children before and after the program of hippotherapy, we note that there are significant differences, t = - 7.880, at p = 0.000, meaning that the mean of the variable use of resources the beginning of the therapy was 4.59 and after therapy it increased to 7.55. ( Table 02 ).

Regarding the use of resources, hippotherapy was aimed in independence development. To this end, the children have been taught and encouraged to brush the horses on their own, to put them water (just to let go of the tap), to give them apples and carrots alone, and to the highest ones even to help horse preparation (equipping). All these activities were done under the care of the therapist and volunteers, and even the smallest gestures were supported by social rewards (good job, very good, you are doing fine). It has been worked with the motto "I don’t ask much, but I reward a lot."

It is also noted that is a difference in both the pre-test and post-test, namely: children are mobilized more in the absence of parents, this can be explained by the fact that parents often tend to exaggerate in protecting the child or to compensate for certain elements / situations by offering help that is not required by the child, which makes the child to be served and to mobilize as little

Conclusion

The research results have shown that hippotherapy can have beneficial effects on children diagnosed with TSA. Hippotherapy shouldn’t be considered as a unique therapy; however, its integration into the therapy programs of children diagnosed with TSA leads to great benefits for them. A therapeutic scenery, in nature, represents an environment full of auditory, olfactory, tactile stimuli, and because it takes place on horseback, we can also introduce the kinesthetic; the child interaction with all these elements helps to desensitize it, and may favor easier integration into everyday life, which is not deprived of any of the above-described stimuli, and on the contrary, they are everywhere. Working with the horse not only produces physical benefits but also has many psychosocial influences. The simple fact that the therapy takes place on a farm in a natural environment and outside the typical therapeutic centers causes additional stimulation. The greatest horse attribute during therapy is that it produces motivation and a tolerant environment. Assisted activities and therapies are not seen by the client as therapy, but also as time spent with the horse.

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