Introduction and Research Purpose 7

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CONTENTS PAGE

Verification 4

Acknowledgements 5

Abstract 6

Chapter 1:

Introduction and Research Purpose 7

Aims & Objectives 9

Chapter 2:

A review of Autism 10

• General 10
• Causes 10
• Symptoms 11

A Background to Therapeutic Horse Riding 13

Chapter 3:

Research methods 15

Advantages and disadvantages of Qualitative Research 15

Setting 16

Questionnaire Design 16

Advantages & Disadvantages of Using Mailed Questionnaires 17

Research Site 18

History of SARDA 18

Chapter 4:

Discussion 19

CONTENTS PAGE

Recommendations24

List of References25

Appendix A – Questionnaire for Riding Instructors27

Appendix B – Questionnaire for Parents/Teachers or Guardians 29

Verification

I, Taliah Salomon, confirm that the research and dissertation submitted is my own work and has not been submitted previously - entirely or in part - for a degree or other qualification.

Taliah Salomon

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Acknowledgements

I would like to thank all those who not only helped make this journey a possibility, but helped me find the answers to my questions. Howard Dobson, thank you for sending me on my way and a special thank you to Benjamin Blumenthal, for the countless hours of support, advice and constructive criticism.

Abstract

This study sets out to explore the proposed benefits of horse riding on autistic children. The trend of using horses in therapy is not a new one, and dates back thousands of years. Riding centres – such as SARDA, the South African Riding for the Disabled Association – offer this form of therapy, and it is here that my study was conducted. Through observations, interviews and literature reviews, this study shows how many autistic children benefit from riding therapy on various levels (social, physical, emotional). Through stories and first-hand experiences, I show how a combination of boundaries, intuitive instructors and contact with horses brings about – sometimes profound – changes in these children. I conclude the study by making certain recommendations that I believe will add a more holistic approach to therapy, with positive consequences for the child’s quality of life and home environment.

Chapter 1

Introduction & Research Purpose

At the time of choosing our dissertation topics I went through the usual dilemma of what to choose. I found it difficult to connect to and identify with, the various ideas at my disposal. During a moment of quiet contemplation I remembered wise words spoken by someone very dear to me, “Write about what you know.” Horse riding had over the years become my greatest passion and came into my life at a time of great personal challenge. It provided me with comfort and opened me up to new parts of myself.

I began horse riding when I was eighteen years old and have been riding for the past eight years. Part of the attraction of horse riding was that it took me out into nature, the outdoors. This time spent in nature was like an elixir for my soul, which when combined with horse riding, had an effect on me that was calming and ‘grounding’. Horse riding also allowed me to experience a connection with both my horse and myself, helping me to become more aware of my body, through the different movements of riding. Each time I rode, I would acquire new skills and develop those already learned. My muscle tone began to improve, my body strengthen, my posture corrected and my temperament lightened. A bond of trust was established with my horse from the start and this connection continued to grow and strengthen throughout my time as a rider. These newly acquired skills had a direct effect on my self confidence and individuality amongst other areas. Group rides created a safe space for the development of social interaction between riders, often leading to new friendships. Grooming was a time for me to take care of my horse in a quiet and calm environment. This time of quiet introspection further strengthened the bond with my horse.

Research shows that the number of children experiencing Autistic Spectrum Disorders is on the increase. Autistic Spectrum Disorders (Asds) are also sometimes referred to as “pervasive development disorders”, because they, “pervade so many areas of life and are intrinsic to that individual’s development.” (Stuart et al, 2004).

According to the book ‘Autistic Spectrum Disorders’, there are various degrees of Autism and 6 main areas have been identified through which children experience difficulty. These areas include; behaviour, learning and thinking, conversation, sensory and motor experiences, language and communication, and social skills (Stuart et al, 204).

This study will explore how Autistic children experience horse riding and the apparent associated benefits. My belief is that a child with Autism, who is enrolled in a type of program which provides a safe space where the child can ride a horse, may begin to experience some of the many wonderful things I experience each time I ride. I suspect that the continuous time spent riding, and nurturing the horse, may develop many of the same skills associated with horse riding and have a direct and positive effect on the behavioural patterns typical of a child with Autism. I believe these learned skills will aid autistic children in some or all of the “six main areas of difficulty”.

Aims & Objectives

The aim of this research project is to determine whether the benefits received through my own experiences of horse riding, extend to autistic children. If my study concludes that children with autism are effected positively through these experiences, I hope to share my findings with teachers and parents and possibly make recommendations to improve programmes currently on offer.

Chapter 2

A Review of Autism

General

“Autism occurs throughout the world in families of all ethnic, racial and social backgrounds. It effects how an individual understands their world and what is happening around them” (Dodd, 2005: 12). Research shows that symptoms linked to Autistic Spectrum Disorder (Asds) will appear - in most cases - within the first six months of infancy. These symptoms become more apparent by the age of two or three years and will extend into adulthood. (American Psychiatric Association, 2000)

As a general rule, autism is a brain disorder that has a direct effect on a person’s ability to, “communicate, reason and interact with others.”(American Psychiatric Association ,2000)

Within this disorder there are three degrees or ranges of severity, starting with mild cases, in which the autistic person can live independently. The more severe forms usually require the patient receive social support and medical supervision throughout his or her life (Health Encyclopaedia). The three broad types of autism include: Autistic Disorder, Asperger’s Syndrome and Pervasive Developmental Disorder. Each is categorised by varying degrees of severity in the following: impaired verbal and non-verbal communication, social interaction, some form of repetitive and restricted stereotyped interest, ritual, or other behavior (Jackson, 2002)

Causes

The majority of the population affected by autism is male withapproximately four males affected to every one female (Dodd 2005: 14)

There is ongoing speculation as to the causes of autism, with some even believing that it is linked to a child’s upbringing, but according to Dodd (2005: 8)it is caused by “abnormalities in brain structures or functions.”

Other known causes or triggers of autism include:

1) genetic; males are four times more likely to be diagnosed with autism, due to their XY chromosome.

2)infectious; Recent research has suggested that viral infections such as rubella, experienced during the first trimester of pregnancy, may be linked to the onset of autism.

3) traumatic factors

Symptoms

Children with autism are not governed by one distinct symptom but will rather display various characteristics and behaviours that are associated with Asds. These characteristics include: “impairments in social interaction; impairments in communication; and restricted interests and repetitive behaviour”(Dodd, 2005:2).

In most cases, it is very difficult to diagnose autism within the first few months of infancy. Autism in infants develops over time and is characterised by the child’sdisconnecting with stimuli of any kind; this may worsen over time. Infants may rebuff tactile forms of affection and more often than not find developmental stages - such as toilet training and feeding - very difficult (Dodd,2005:11).

Autistic children are usually unable to interpret non-verbal cues of communication, such as facial expressions (Smith, 2001-07) and do not develop “pretend play and imaginative activities” in the same way as other children”(Wing 1996:44). This may explain why these children struggle with social interaction, finding it hard to connect with others and develop relationships. At this stage parents may find their children will prefer to play alone, often creating a world of their own (Dodd, 2005: 87).

Body language represents an area of particular difficulty for autistic children, making it challenging for them to de-code or understand what a person’s body language is ‘silently’ saying. Another trait common to children with autism is the lack of ‘sensory filter’. When asked to describe what this means, one individual explained that when he sees, hears, feels, smells or tastes something, he experiences all of these senses simultaneously. A non-autistic person will process these stimuli through a filter, which removes the information that is not needed, helping them to focus on the most immediate stimulus. For example, a trip to a busy shopping centre or social gathering will become unbearable for an autistic child due to a “sensory overload” (Smith, 2001-07).

An autistic child will experience what is happening around them all at once, without being able to focus on the task at hand. To deal with this traumatic experience, the autistic child will take themselves away to a place that is removed from the present. To an outsider, it may seem that the child is only there in body and not mind, often exhibiting a blank or constant facial expression.

Research has shown that mutism is very common with children with autism as well as stunted speech and echoing. It is stated that children with autism have extreme difficulty when dealing with change in their environment, routine, play area or home life.

Dodd (2005: 11) further includes the following behavioural abnormalities that may also be present:

• staring at hands or flapping arms and hands
• walking on tiptoe
• rocking
• Intense tantrums
• strange postures
• unpredictable behaviour and hyperactivity
• Little or no eye contact
• A loss of language skills at any time
• Over or under sensitivity to sounds, textures, tastes or sounds
• Obsessive behaviour

In his article, ‘This way of Life: Living with Autism’, Smith (2001) describes – amongst many others - his obsessive tendencies in the following way:

“when I'm interested in something, I might spend so much time immersed in it that I forget to eat or sleep! Many autistics share this characteristic with me, becoming obsessed with what the world might see as unimportant things”

A Background and History to Therapeutic Horse Riding

At the beginning of my journey into finding out how autistic children experience horse riding, I found myself with many unanswered questions:

1) When did this type of therapy first begin?

2) How long has horse riding been offered as a form of therapy?

3) Is this type of therapy offered all around the world?

Research suggests that the earliest form of therapeutic riding was discovered by Orbasis of Lydia who noted the therapeutic effects of horseback riding in 600 BCE. Centuries later in the year of 1860, a French physician by the name of Cassaign used horse riding as a form of therapy, determining that the act of horse riding had a direct effect on neurological disorders, improving patients balance, correcting posture and strengthening joints and muscles. Besides the abovementioned benefits, horse riding also has a direct effect on the individual’s “patience, emotional discipline, self-assurance and self-esteem.” (Hoffman, 2005,)

By the turn of the 20th century, horse riding was introduced in London as a form of therapy for wounded soldiers and was especially prevalent after World War 1 when many soldiers benefited from the rhythmic gait of the horse.By 1969, The British Riding for the Disabled Association (RDA) was established, and offered its services to individuals with disabilities.

Therapeutic horseback riding had arrived in the United States and Canada a decade before the RDA with the formation of the Community Association of Riding of the Disabled and is amongst many that now offer this type of therapy.

Another form of therapeutic riding is known as ‘Hippotherapy’ (‘Hippos’ from the Greek word for ‘horse’) and focuses more on the interaction of horse and rider. The patient is placed on the horse, who takes on the role of ‘therapist’. Functional activities such as cleaning, caring and grooming the horse also play a role in this type of therapy. Whether it be Hippotherapy or therapeutic horse riding, both are being used worldwide to treat patients with disorders ranging from autism, cerebral palsy, multiple sclerosis, Down's syndrome, traumatic brain or spinal cord injuries, strokes, attention deficit disorders, learning or language disabilities and visual or hearing impairments. Therapeutic riding is also proving its effectiveness in treating emotional disorders such as chronic depression (Hoffman, 2005).

The healing effects of animals has been widely documented and it is becoming ever more popular for parents of children with physical or mental disabilities, to look for alternate forms of therapy, especially those involving animals. Horse riding therapy - or therapeutic riding - is a recognised and accepted form of treatment for a variety of mental and physical disorders including autism. Centres that offer therapeutic riding are growing worldwide and include countries such as America, Hong Kong, England, Israel and Australia amongst others. It must however be mentioned, that although the beneficial effects of therapeutic riding in treating a variety of disabilities has been extensively documented, the skeptics would argue that much of the 'evidence' is largely based on personal opinions and observations. In other words, the basis for providing evidence that horse riding can be used as an effective treatment for disabilities, is largely subjective and based almost entirely on qualitative research. This should come as no surprise, bearing in mind this subject matter deals with human behaviour, which is ever-changing and evolving, hard to quantify, unpredictable, influenced by hundreds if not thousands of stimuli every day and therefore difficult to hold against quantitative scientific testing.

But who better to have a grasp of the subtle - and sometimes not so subtle - changes of an autistic child, than the very riding instructor who has spent so many hours observing, training, mentoring and befriending them. In my opinion, this study is better suited - and more accurately expressed - through the medium of human feelings, emotions and interpersonal interactions, than the rigorous, often unyielding and 'no-nonsense' approach of statistical science.

As Winston Churchill once said, “There is something about the outside of a horse that is good for the inside of a man."

Chapter 3

Research Methods

We begin conducting ‘research’ by observing our immediate environment. In essence it becomes a way in which we learn about the world around us. One usually takes on a research project with the intent of seeking a better understanding of a particular topic or to further expand on current knowledge of that topic. According to Marshall & Rosman (1989), “research is only worth doing if it explores an unknown and unexplained part of the research cycle.”

This study utilises a qualitative approach for the capture of data. I felt the nature of this study lent itself to qualitative research as it best provides a means of understanding the views of the riding instructors as well as the observed experience of the autistic riders, helping me, “gain insight into …attitudes, behaviours, value systems, concerns, motivations, aspirations, culture or lifestyles” ( QSR International, 2007).

Quantitative research relies heavily on numerical and/or statistical data, whereas qualitative research takes the form of words, pictures, observations, behaviour and opinions. If the aim of this study is to determine the benefits - if any - of horse riding on autistic children, I felt the best way to achieve this was to observe the children whilst riding, interview their instructors and make deductions based on carefully compiled questionnaires.

Advantages & Disadvantages of Qualitatitive Research

The research design was intended to record and compare the opinions and knowledge of riding instructors who have experience in the field of autistic riding therapy. The questions were specifically formulated to allow for flexibility and freedom of expression, without trying to lead the participant in any particular direction. Questions were open-ended so that participants were free to respond in their own words and were further encouraged to respond with as much detail as possible, thus making the feedback more personal and reliable. I chose open-ended questions because they have the ability to evoke responses that are:

• meaningful and culturally salient to the participant

• unanticipated by the researcher

• rich and explanatory in nature

(Family health international)

The combined use of questionnaires, interviews and observation, allowed me to watch, meet and inevitably understand the riding instructor on a more personal level. This helped me gauge their mood, their feeling towards this type of therapy, their general 'energy' and enthusiasm for something they are clearly passionate about. I gained a much deeper understanding of riding therapy through this personalised approach. The 'passion' and dedication mentioned above may not have been picked up had I used a more formalised approach to this study.

The disadvantage to this type of research was that it was time consuming, it required many hours spent at the riding centre gathering information at set times when autistic riders would be at the stable. This proved difficult due to college commitments such as classes and teaching practicals.

Setting

The setting of this project had both pros and cons. The advantage of a mailed questionnaire was that participants were able to complete this in the comfort of their own homes and simply mailed the completed answers back to the researcher when they were complete. This allowed the participants to carefully read the questions and take time for reflection and thought before finally answering.