welcome to the professional association of therapeutic horsemanship international riding instructor...

Welcome to the Welcome to the Professional Association Professional Association

of Therapeutic of Therapeutic Horsemanship Horsemanship InternationalInternational

Riding Instructor Riding Instructor WorkshopWorkshop

Introduction & ObjectiveIntroduction & Objective of Workshop of Workshop

Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere.

IntroductionIntroduction Disability AwarenessDisability Awareness Teaching TechniquesTeaching Techniques

Lesson PlanningLesson Planning Mounting Mounting

DismountingDismounting The Therapy HorseThe Therapy Horse EquipmentEquipment VolunteersVolunteers

Horsemanship Skills Horsemanship Skills ReviewReview

Certification CriteriaCertification Criteria Brenna of Willowind Therapeutic Riding Bar Harbor Maine


People FirstPeople FirstLabels vs. CharacteristicsLabels vs. Characteristics

Cover image by Rodale

VS


http://www.amazon.com/gp/reader/0890420270/ref=sib_dp_pt

Code of Ethics Code of Ethics Incorrect in workshop manual. See PATH Intl. website for updated Incorrect in workshop manual. See PATH Intl. website for updated

versionversion

Principle 1-The member respects the rights, dignity Principle 1-The member respects the rights, dignity and well-being of all individuals (human and and well-being of all individuals (human and equine) and promotes well-being for all involved.equine) and promotes well-being for all involved.

Principle 2-The member accepts responsibility for Principle 2-The member accepts responsibility for the exercise of sound judgment and professional the exercise of sound judgment and professional competence.competence.

Principle 3-The member shall respect the integrity Principle 3-The member shall respect the integrity and well-being of program equines and animals and well-being of program equines and animals whether owned, leased or borrowed.whether owned, leased or borrowed.

Principle 4-The member shall be truthful and fair in Principle 4-The member shall be truthful and fair in representing him or herself and other members or representing him or herself and other members or centers.centers.

Code of Ethics cont. Code of Ethics cont. Incorrect in workshop manual. See PATH Intl. website for updated Incorrect in workshop manual. See PATH Intl. website for updated

versionversion Principle 5-The member shall seek to expand Principle 5-The member shall seek to expand

his/her knowledge base related to the field of his/her knowledge base related to the field of equine-assisted activities and therapies.equine-assisted activities and therapies.

Principle 6-The member shall honor all Principle 6-The member shall honor all financial commitments to participants, financial commitments to participants, personnel, vendors, donors, NARHA and personnel, vendors, donors, NARHA and others.others.

Principle 7-The member shall abide by NARHA Principle 7-The member shall abide by NARHA Standards and Guidelines and all state, local Standards and Guidelines and all state, local and federal laws.and federal laws.

Principle 8-The member supports NARHA in its Principle 8-The member supports NARHA in its efforts to protect participants, equines, the efforts to protect participants, equines, the public and the profession from unethical, public and the profession from unethical, incompetent or illegal practice.incompetent or illegal practice.

The Buck Stops HereThe Buck Stops Here

Risk and Liability Risk and Liability (pg. 10)(pg. 10)

Proactive vs. Proactive vs. ReactiveReactive

Paperwork Please Paperwork Please (pg. 11)(pg. 11)

PATH Intl. PATH Intl. StandardsStandards

Precautions and Precautions and ContraindicationsContraindications


Therapeutic Riding Therapeutic Riding Program ModelProgram Model

Sport

EducationTherapy

Recreation/

Leisure


Role of the Instructor Role of the Instructor


Qualities of the Instructor Qualities of the Instructor

(p. 96)(p. 96)


Registered Instructor Registered Instructor CriteriaCriteria

(p. 16)(p. 16)


The Five Areas of PATH Intl. The Five Areas of PATH Intl. Registered InstructorRegistered Instructor

CriteriaCriteria

Equine ManagementEquine Management HorsemanshipHorsemanship InstructionInstruction Teaching MethodologyTeaching Methodology DisabilitiesDisabilities


2010 Clarifications to 2010 Clarifications to Riding CriteriaRiding Criteria

RH.3.1 Know and demonstrate a secure seat and RH.3.1 Know and demonstrate a secure seat and correct alignment at all gaitscorrect alignment at all gaits

RH.4.4 Know and demonstrate control of the RH.4.4 Know and demonstrate control of the horse at horse at all gaitsall gaits

RH.6.2 Demonstrate bending horse through RH.6.2 Demonstrate bending horse through corners and corners and on circleson circles

RH.6.3 Demonstrate half halt or checkRH.6.3 Demonstrate half halt or check

RH.8.6 Know how to lunge a horseRH.8.6 Know how to lunge a horse


Posting diagonalsCriteria Cont.

Effective June 1, 2011 all certifications candidates do need to demonstrate a proper posting diagonal for their riding pattern. This is one of the many listed, required criteria in the certification booklet.

Posting on the correct diagonal for the PATH Intl. certification is defined below ("correct" diagonal in this case refers to the "outside" diagonal based on the direction of travel in the arena):

The PATH Intl. Registered Instructor Criteria requires that all candidates demonstrate posting on the correct diagonal during the riding pattern. Posting on the correct diagonal refers to posting in rhythm, at the trot, in unison with the diagonal pair of legs indicated by the horse's inside hind leg and outside front leg. When the rider changes direction it is expected that the rider will change the posting diagonal to continue to be in unison with the horse's inside hind leg and outside front leg. Your body should rise out of the saddle when the outside front leg and inside hind leg of the horse moves forward. The purpose of the demonstration of posting on the requested correct diagonal is to show the candidate’s knowledge of diagonals, the trotting rhythm and gait, and also how to conduct a change of the posting diagonal.

Horsemanship Skills ChecklistHorsemanship Skills Checklist

In preparation for Registered In preparation for Registered Certification, a professional Certification, a professional horseperson is to sign off on horseperson is to sign off on candidate’s knowledge and skill.candidate’s knowledge and skill.


Horsemanship Skills ChecklistHorsemanship Skills Checklist To assist in preparation for Registered To assist in preparation for Registered

Certification, a professional horseperson is Certification, a professional horseperson is asked to sign off on your knowledge and skill in asked to sign off on your knowledge and skill in the following areas. the following areas.

PATH Intl. STANDARDSPATH Intl. STANDARDS **(Candidate checks off this section only)**(Candidate checks off this section only) Demonstrates knowledge and implements PATH Intl. Demonstrates knowledge and implements PATH Intl.

Standards and their interpretation for horse care and Standards and their interpretation for horse care and maintenance. maintenance. (EQM Equestrian Management)(EQM Equestrian Management)

Demonstrates knowledge and implements PATH Intl. Demonstrates knowledge and implements PATH Intl.

Standards and their interpretation regarding the use Standards and their interpretation regarding the use of safety equipment and adaptive equipment. of safety equipment and adaptive equipment. (Facility (Facility and Activity Standards)and Activity Standards)

*(All topics below to be checked off by Equine *(All topics below to be checked off by Equine Professional)Professional)


HORSE SENSES AND BEHAVIORHORSE SENSES AND BEHAVIOR

Demonstrates knowledge of the characteristics of the Demonstrates knowledge of the characteristics of the senses of the horse.senses of the horse.

Demonstrates knowledge of the characteristics of Demonstrates knowledge of the characteristics of horse behavior.horse behavior.

Demonstrates knowledge of how the senses of the Demonstrates knowledge of how the senses of the

horse and horse behavior affect the safety of the horse and horse behavior affect the safety of the riding setting.riding setting.

Can identify stable vices including: cribbing, weaving, Can identify stable vices including: cribbing, weaving,

biting and kicking, wood chewingbiting and kicking, wood chewing


STABLE MANAGEMENTSTABLE MANAGEMENT

Horse Care (Daily)Horse Care (Daily)

Horse SafetyHorse Safety

FeedingFeeding

Breeds/TypeBreeds/Type


BREAKBREAK


Posture and AlignmentPosture and Alignment


Posture and Alignment Posture and Alignment (p. 24)(p. 24)

Posture is habitualPosture is habitual Static vs. dynamic or still vs. movingStatic vs. dynamic or still vs. moving Correct PostureCorrect Posture

Ear to shoulder to hip to heelEar to shoulder to hip to heel Pelvis neutral – not anterior or posteriorPelvis neutral – not anterior or posterior Symmetrical – even weight distributionSymmetrical – even weight distribution


What Affects Posture and What Affects Posture and Alignment?Alignment?

EquipmentEquipment Saddle fitSaddle fit

Horse’s conformation and Horse’s conformation and movementmovement

Rider’s conformation and poor Rider’s conformation and poor posture posture


How Does the How Does the Rider Maintain Posture?Rider Maintain Posture?

Maintain posture with balance Maintain posture with balance reactionsreactions equilibrium responseequilibrium response keeping head upright and keeping head upright and using different muscles using different muscles

constantly to keep body aligned.constantly to keep body aligned. Soft eyes, horizon eyesSoft eyes, horizon eyes


How to improve posture?How to improve posture? Look at rider from side and from backLook at rider from side and from back Develop an eye for correct riding postureDevelop an eye for correct riding posture Cultivate techniques to improve riding Cultivate techniques to improve riding

posture (imagery, concrete exercises)posture (imagery, concrete exercises) Understand normal posture before working Understand normal posture before working

with posture of person with disabilitywith posture of person with disability To correct posture work proximal to distalTo correct posture work proximal to distal


Self-Study PhotosSelf-Study Photos

Workshop participants evaluate Workshop participants evaluate posture and alignment of photos posture and alignment of photos presentedpresented

Critique and determine strategies for Critique and determine strategies for improvementimprovement


Riding VideosRiding Videos


Sample Riding Sample Riding Demonstration VideosDemonstration Videos

PassPass

FailFailBorderlineBorderline


@ Walk

@ Trot/Jog

@ Canter/Lope

During transitions

Total

Comments

1) Warm-up

2) Posture & Alignment

3) Light contact/control

4) Straightness of horse

5) Effective natural aids (i.e.: hand, seat, leg)6) Bending through corners and on circles7) Following seat & hand

8) Smooth transitions ----

9) Diagonals/leads ---- ---- ----

10) Halt ---- ---- ----

11) Backing ---- ---- ---- ----

12) Dismount ---- ---- ---- ----

13) Did they demonstrate all required components of the pattern? _____ Yes _____ No If no, please comment:_________________________________________________________________________

14)Would you be comfortable requesting the sitting trot without stirrups? _____ Yes _____ No

Riders must accomplish a minimum score of 95 to pass plus a “yes” for completion of all required components.

An average rider at this level (all 3’s) would score 108; a below average rider (all 2’s) would score 72.

Registered Instructor Riding Video Evaluation Form-Pg 130

Based on the Registered Instructor Horsemanship Criteria, score this rider from 0 to 4 in the following areas:0 - Not demonstrated 1 - Insufficient 2 - Below standard 3 - Meets standard 4 - Exceeds standard

BREAK for LUNCHBREAK for LUNCH


Lesson Plans/Class StructureLesson Plans/Class Structure


Lesson PlanLesson Plan


Lesson Plan/FormatLesson Plan/FormatTeacher Preparation/EquipmentTeacher Preparation/EquipmentNeeded:Needed:

Objective of Lesson:Objective of Lesson:

Lesson Content/Procedure:Lesson Content/Procedure:Warm-UpWarm-UpExplanation: What, Why, How, WhereExplanation: What, Why, How, WherePracticePracticeProgressionProgressionWrap-UpWrap-Up

Summary and Evaluation:Summary and Evaluation:


Goals & ObjectivesGoals & Objectives

(p. 106)(p. 106)


Goals & ObjectivesGoals & Objectives

Goals:Goals: Broad, general statements of Broad, general statements of

projected achievementprojected achievement

Objectives:Objectives: Specific and student Specific and student

centered. What will the student learn centered. What will the student learn

In this lesson?In this lesson?


Objectives Include:Objectives Include: Action Verb: Action Verb: Indicates the action to Indicates the action to

be takenbe taken i.e. demonstrate, recite, i.e. demonstrate, recite, show, nameshow, name

Task or Performance: Task or Performance: What is What is accomplishedaccomplished

Measurement Device: Measurement Device: Indicates Indicates how you know the task has been how you know the task has been accomplished i.e. how many times, accomplished i.e. how many times, how often, when, where and howhow often, when, where and how


Objectives: Answer 3 Objectives: Answer 3 QuestionsQuestions

What Performance?What Performance? What do you What do you expect the individual to do?expect the individual to do?

What Conditions?What Conditions? How? Under what How? Under what circumstance will the learning occur?circumstance will the learning occur?

What Criteria?What Criteria? How much? Do you How much? Do you want total mastery 100% or 80%?want total mastery 100% or 80%?


Sample ObjectivesSample Objectives

1.1. Rider will name twenty parts of the Rider will name twenty parts of the horse.horse.

2.2. Rider will trot on the correct posting Rider will trot on the correct posting diagonal 4 out of 6 triesdiagonal 4 out of 6 tries

3.3. Rider will canter a three loop Rider will canter a three loop serpentine with correct leads two serpentine with correct leads two times.times.


BREAKBREAK


What’s, How's, and What’s, How's, and Why’sWhy’s

& & Learning StylesLearning Styles

(p. 113)(p. 113)


What’s How’s and Why’s (pg. What’s How’s and Why’s (pg. 113)113)

The content of teachingThe content of teaching The explanationsThe explanations Imparting of knowledgeImparting of knowledge What separates a teacher from a What separates a teacher from a

“traffic cop”“traffic cop”


TEACHING A RIDING SKILL

A RIDING SKILL MUST BE TAUGHT BY THE CANDIDATE.

Use your What, Hows and Whys!

(Task Analysis)


TEACHING A RIDING SKILLTEACHING A RIDING SKILL RIDING SKILL VS. ACTIVITYRIDING SKILL VS. ACTIVITY

ACTIVITY RIDING SKILL(S)

Walk/trot over poles

Cloverleaf/barrel pattern

Rings on poles

Weaving cones

Obstacle course


PracticePractice


Skill ProgressionSkill Progression

(p. 107)(p. 107)


Skill ProgressionSkill Progression An example of a skill progression An example of a skill progression

for a young child is:for a young child is:1.1. CrawlingCrawling2.2. StandingStanding3.3. CruisingCruising4.4. Walking Walking 5.5. Running Running 6.6. Jumping Jumping


Skill Progression Skill Progression

Have REASONS for teaching the skills Have REASONS for teaching the skills in the order that you choose in the order that you choose

First things first!First things first! teach a circle before weaving the cones teach a circle before weaving the cones

or teach weaving the cones before the or teach weaving the cones before the circle circle

There is no right or wrong There is no right or wrong However, have a reason for the order in However, have a reason for the order in

which you teach skillswhich you teach skills


ConsiderationsConsiderations

Choose skill specifically Choose skill specifically Build a solid foundationBuild a solid foundation ProgressionProgression Include reasonsInclude reasons


LEVELS OF ASSISTANCELEVELS OF ASSISTANCE Physical PromptPhysical Prompt

Gestural PromptGestural Prompt

Verbal PromptVerbal Prompt

IndependentIndependent


Layers of SupportLayers of Support

Elements of support progressElements of support progress

from from

more assistance more assistance

to increased to increased

independence independence

as rider progresses in skills.as rider progresses in skills.Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere.

Layers of Support Layers of Support (cont.)(cont.) EquipmentEquipment

Selection for RiderSelection for Rider Selection for HorseSelection for Horse MaintenanceMaintenance

VolunteersVolunteers SelectionSelection TrainingTraining Utilization During Class (levels of assistance)Utilization During Class (levels of assistance) Continuing EducationContinuing Education

EnvironmentEnvironment Arena Size and ConstructionArena Size and Construction Arena LocationArena Location Riding SurfaceRiding Surface


Skill Progression Exercise (pg. Skill Progression Exercise (pg. 108)108)

Exercise AExercise A Exercise BExercise B_Walk_Walk _pivot_pivot_turn on the forehand_turn on the forehand _diagonals_diagonals_canter from walk_canter from walk _simple lead _simple lead changeschanges_two-point trot_two-point trot _serpentines_serpentines_circle_circle _lope_lope_posting trot_posting trot _figure 8_figure 8_canter from the trot_canter from the trot _leads_leads_sitting trot_sitting trot _flying lead _flying lead changeschanges_riding on contact_riding on contact _posting trot_posting trot_halt_halt _rein-back_rein-back


Write a Lesson PlanWrite a Lesson Plan


Lesson Plan CritiquesLesson Plan Critiques

Review Lesson PlansReview Lesson Plans


End of Day 1End of Day 1

Questions?Questions?


Day 2Day 2


Welcome Back!Welcome Back!

Teaching TechniquesTeaching Techniques


Class ControlClass Control

Maintain safe spacingMaintain safe spacing Central position is best to keep all riders in Central position is best to keep all riders in

your viewyour view Rider moves to center hands-on correctionRider moves to center hands-on correction Check positions, stirrups, girth by having Check positions, stirrups, girth by having

riders ride up center line or across diagonalriders ride up center line or across diagonal Skill Progression within the lessonSkill Progression within the lesson

use Layers of Support to promote independence use Layers of Support to promote independence safelysafely


Effective Praise (pg. 118)Effective Praise (pg. 118)

Specify what the rider is doing wellSpecify what the rider is doing well Reinforce noteworthy effort or Reinforce noteworthy effort or

successsuccess Vary your praise words (not just Vary your praise words (not just

“good job”)“good job”) Be honest - False praise can Be honest - False praise can

decrease self-respectdecrease self-respect


Instructor or Traffic Cop?Instructor or Traffic Cop?


Teaching TechniquesTeaching TechniquesReviewReview

Lesson FormatLesson FormatPreparation Preparation ExplanationExplanation

DemonstrationDemonstration ApplicationApplication

CorrectionCorrection RepetitionRepetition

ProgressionProgressionWithin LessonWithin Lesson Hows & WhysHows & Whys

Task AnalysisTask Analysis

Communication SkillsCommunication Skills

Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere

Learning and Teaching StylesLearning and Teaching Styles(p. 114)(p. 114)


Auditory Learner:Auditory Learner:Learns through listeningLearns through listening

Uses phrases like: “that sounds familiar, Uses phrases like: “that sounds familiar, that sounds right, tune in, hear what you that sounds right, tune in, hear what you are saying, music to my ears, clear to me”are saying, music to my ears, clear to me”

Use sound, rhyme, rhythm, music, vary Use sound, rhyme, rhythm, music, vary voice tone and volume. voice tone and volume.

Have student talk through the activity. Ask Have student talk through the activity. Ask questions, use student as coach, and/or questions, use student as coach, and/or partner workpartner work


Visual Learner:Visual Learner:Learns through seeing Learns through seeing

Says: “I remember your face, let’s draw/map Says: “I remember your face, let’s draw/map this, I need to picture this, see how it works, this, I need to picture this, see how it works, see it from a different perspective”see it from a different perspective”

Use spatial orientation in arena, maps, Use spatial orientation in arena, maps, charts, letters/orientation markers, mind charts, letters/orientation markers, mind maps, visualization techniques, use of maps, visualization techniques, use of self/demonstrationself/demonstration

Keep a white board handy!Keep a white board handy! Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere.

Kinesthetic Learner:Kinesthetic Learner:Learns through moving, doing, touchingLearns through moving, doing, touching

Says: “Getting a feel of this, doesn’t sit Says: “Getting a feel of this, doesn’t sit right, good/bad feelings about this, my gut right, good/bad feelings about this, my gut tells me, need to get a grip of this, etc.” tells me, need to get a grip of this, etc.”

Identifies sensations of the activityIdentifies sensations of the activity

Benefits from visuals of a map, but have Benefits from visuals of a map, but have student draw or tracestudent draw or trace

Students like to manipulate objects when Students like to manipulate objects when explaining activity/game/skillexplaining activity/game/skill


Disability Terms Disability Terms and Classificationsand Classifications


Common TermsCommon Terms

Impairment:Impairment: A loss or abnormality of A loss or abnormality of function; either physical, cognitive, function; either physical, cognitive, psycho/social, or anatomical.psycho/social, or anatomical.

Disability:Disability: A restriction or lack of ability to A restriction or lack of ability to perform an activity in the manner or way perform an activity in the manner or way considered normal function.considered normal function.

Handicap:Handicap: A disadvantage that limits or A disadvantage that limits or prevents the fulfillment of a role that is normal.prevents the fulfillment of a role that is normal.

Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere..

Classifications Classifications (p. 62)(p. 62)

Congenital vs. Congenital vs. AcquiredAcquired

Progressive vs. Progressive vs. Non-ProgressiveNon-Progressive

Pre-Lingual vs. Pre-Lingual vs. Post-LingualPost-Lingual

Level of FunctionLevel of Function MildMild ModerateModerate SevereSevere ProfoundProfound


ClassificationsClassifications Limb InvolvementLimb Involvement

MonoplegicMonoplegic HemiplegicHemiplegic ParaplegicParaplegic DiplegicDiplegic QuadriplegicQuadriplegic TriplegicTriplegic


Physical DisabilitiesPhysical Disabilities


Physical DisabilitiesPhysical Disabilities(p. 63)(p. 63)

Primarily characterized by Primarily characterized by abnormalities in the following:abnormalities in the following:

Muscle ToneMuscle ToneRange of Motion (ROM)Range of Motion (ROM)Compromised Motor FunctionCompromised Motor Function


Muscle ToneMuscle Tone Muscle tone refers to the amount of tension Muscle tone refers to the amount of tension

or resistance to movement in a muscle. or resistance to movement in a muscle.

Describes how ready the muscle is to reactDescribes how ready the muscle is to react

Can be asymmetricalCan be asymmetrical Can be different in Can be different in

different areas of the bodydifferent areas of the body

Can fluctuateCan fluctuate


http://en.wikipedia.org/wiki/Image:Skeletal_muscle.jpg

Muscle ToneMuscle Tone

HypotonicHypotonic

FlaccidFlaccid

Cannot Maintain Cannot Maintain postureposture

HypertonicHypertonic

SpasticSpastic

Difficulty releasingDifficulty releasing

positionposition

RigidityRigidity

Low Normal High


What Affects ToneWhat Affects Tone Weight BearingWeight Bearing RotationRotation Quick MovementsQuick Movements ExcitementExcitement StressStress Horse’s Behavior & MovementHorse’s Behavior & Movement Instructor’s Voice & Body LanguageInstructor’s Voice & Body Language Ring Set Up & ActivityRing Set Up & Activity Others?Others?


Primitive ReflexesPrimitive Reflexes

Symmetrical Tonic ReflexSymmetrical Tonic Reflex

Asymmetrical Tonic Neck ReflexAsymmetrical Tonic Neck Reflex

Positive Support ReflexPositive Support Reflex

Equilibrium Reactions-BalanceEquilibrium Reactions-Balance


Physical Disabilities with Physical Disabilities with HypertonicityHypertonicity

Spastic Cerebral Palsy (60-70%)Spastic Cerebral Palsy (60-70%) Traumatic/Acquired Brain InjuryTraumatic/Acquired Brain Injury Cerebral Vascular Accident (CVA/Stroke)Cerebral Vascular Accident (CVA/Stroke) Multiple SclerosisMultiple Sclerosis Spinal Cord InjurySpinal Cord Injury Spina BifidaSpina Bifida


Physical Disabilities with Physical Disabilities with HypotonicityHypotonicity

Ataxic, Athetoid or Hypotonic Cerebral PalsyAtaxic, Athetoid or Hypotonic Cerebral Palsy Traumatic/Acquired Brain InjuryTraumatic/Acquired Brain Injury Down SyndromeDown Syndrome Multiple SclerosisMultiple Sclerosis Spinal Cord InjurySpinal Cord Injury Spina BifidaSpina Bifida Intellectual Deficiency (Mental Retardation)Intellectual Deficiency (Mental Retardation)


Range of Motion (ROM)Range of Motion (ROM) Limited range of motion within a jointLimited range of motion within a joint Presentation:Presentation:

inflammation or abnormality in bone mass or inflammation or abnormality in bone mass or structurestructure

Contractures where hypertonicity presentContractures where hypertonicity present Disabilities:Disabilities:

ArthritisArthritis AmputationAmputation DwarfismDwarfism Cerebral PalsyCerebral Palsy Traumatic Brain InjuryTraumatic Brain Injury CVA/StrokeCVA/Stroke ArthrogryposisArthrogryposis


Compromised Motor Compromised Motor FunctionFunction

Decreased ability to perform motor Decreased ability to perform motor activitiesactivities

Progressive and/or disorders of the Progressive and/or disorders of the autoimmune system:autoimmune system: Cystic FibrosisCystic Fibrosis Muscular FibrosisMuscular Fibrosis Muscular DystrophyMuscular Dystrophy Multiple SclerosisMultiple Sclerosis Guillain Bare SyndromeGuillain Bare Syndrome Friedrich’s Friedrich’s

AtaxiaAtaxia


Strategies for HypertonicityStrategies for Hypertonicity

Horse: narrow to medium, rhythmic gaitsHorse: narrow to medium, rhythmic gaits Mount first (unless fatigue is an issue) Mount first (unless fatigue is an issue) Sidepull, hackamore or reins to halterSidepull, hackamore or reins to halter Bareback pad with surcingle, close contact or English Bareback pad with surcingle, close contact or English

saddlesaddle Devonshire boots or rubber bands to hold feet in stirrupsDevonshire boots or rubber bands to hold feet in stirrups Seat saver as neededSeat saver as needed May need longer warm-up May need longer warm-up Avoid forcing limbs into position Avoid forcing limbs into position Align pelvis to a neutral position firstAlign pelvis to a neutral position first Encourage correct head alignment arms/upper trunk.Encourage correct head alignment arms/upper trunk. Progress from straight lines with low impulsion to circles Progress from straight lines with low impulsion to circles

with more impulsionwith more impulsion Track away from weaker sideTrack away from weaker side


Strategies for HypotonicityStrategies for Hypotonicity

Medium to wide based horse with “trappy” Medium to wide based horse with “trappy” (choppy) gaits (choppy) gaits

Saddle that offers supportSaddle that offers support Devonshire boots or rubber bandsDevonshire boots or rubber bands Stabilize flaccid limbsStabilize flaccid limbs Stimulate weight shift/balancing reactions Stimulate weight shift/balancing reactions Use irregular rhythm/transitions to normalize toneUse irregular rhythm/transitions to normalize tone Move limbs against gravity in lesson activitiesMove limbs against gravity in lesson activities Be cautious of joint dislocationBe cautious of joint dislocation Seat saver to prevent skin irritationsSeat saver to prevent skin irritations


Additional ConsiderationsAdditional Considerations Exacerbation of any disorder:Exacerbation of any disorder:

Be aware of flare-upsBe aware of flare-ups Avoid extreme temperaturesAvoid extreme temperatures Increase amount of exercise very slowlyIncrease amount of exercise very slowly

Asymmetrical posture & alignmentAsymmetrical posture & alignment Focus on progressive approximationFocus on progressive approximation Use task analysis to build toward successUse task analysis to build toward success Work proximal to distalWork proximal to distal

Seizures Seizures Tonic-Clonic (Grand Mal) Tonic-Clonic (Grand Mal) Absence (Petite Mal)Absence (Petite Mal)

Atonic (Drop Seizure) Atonic (Drop Seizure) Other: partial, no loss of Other: partial, no loss of

consciousnessconsciousness


Physical and Cognitive Physical and Cognitive DisabilitiesDisabilitiesVideoVideo by Equestby Equest

Dynamic Posture and Dynamic Posture and AlignmentAlignment

Unmounted and MountedUnmounted and Mounted


BREAKBREAK


Intake and AssessmentIntake and Assessment

(p. 80)(p. 80)


Considerations for Accepting a Considerations for Accepting a RiderRider

Instructor’s Knowledge of the Instructor’s Knowledge of the DisabilityDisability

Instructor’s Skill LevelInstructor’s Skill Level Weight of RiderWeight of Rider Height of RiderHeight of Rider Degree of DisabilityDegree of Disability


Considerations for Accepting a Considerations for Accepting a Rider Rider (cont’d)(cont’d)

Precautions & ContraindicationsPrecautions & Contraindications Suitable HorseSuitable Horse Suitable EquipmentSuitable Equipment Team Member SkillsTeam Member Skills Number of Trained VolunteersNumber of Trained Volunteers Scheduling ConsiderationsScheduling Considerations


RecommendationsRecommendations Activity TypeActivity Type Horse TypeHorse Type Leader, # of SidewalkersLeader, # of Sidewalkers Mount/DismountMount/Dismount Tack and EquipmentTack and Equipment Helmet SizeHelmet Size Short-term GoalsShort-term Goals Long-term GoalsLong-term Goals


Intake Assessment Intake Assessment ComponentsComponents

Profile, Medical History, Family InfoProfile, Medical History, Family Info Assessment ProcedureAssessment Procedure

Social SkillsSocial Skills CognitionCognition Oral Motor/Language SkillsOral Motor/Language Skills SensorimotorSensorimotor Range of MotionRange of Motion Strength Strength ToneTone


Additional Task AssessmentAdditional Task Assessment

Functional MobilityFunctional Mobility Activities of Daily Living StatusActivities of Daily Living Status BehaviorBehavior


The PlanThe Plan

Rider’s GoalsRider’s Goals

Family GoalsFamily Goals

Rider StrengthsRider Strengths

Rider WeaknessesRider Weaknesses



(p. 109)(p. 109)

““Process of isolating, Process of isolating, sequencing, and describing all of sequencing, and describing all of the essential components of a the essential components of a task”task” Howell, Kaplan, and O’Connell (1979)Howell, Kaplan, and O’Connell (1979)


Why Use Task Analysis?Why Use Task Analysis?(pg. 109)(pg. 109)

RemedialRemedial To teach a new skillTo teach a new skill Consistency for Consistency for

riders/volunteersriders/volunteers


Task: Correct Way to Hold Task: Correct Way to Hold ReinsReins


Task: Correct Way to Hold Task: Correct Way to Hold ReinsReins

Identify ReinsIdentify Reins

Extend arms and hands in front of body, palms Extend arms and hands in front of body, palms downdown

Lower hands to reinsLower hands to reins

Grasp reinsGrasp reins

Put hands togetherPut hands together

Turn thumbs up (separate slightly)Turn thumbs up (separate slightly)

Raise hands slightly off horse’s neckRaise hands slightly off horse’s neck

Raise head and straighten trunkRaise head and straighten trunkCopyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere.


Group ExerciseGroup Exercise


Tack and EquipmentTack and Equipment

Practicum in StablePracticum in Stable


VolunteersVolunteers

Practicum in ArenaPracticum in Arena


BREAKBREAK


Mount/DismountMount/Dismount



Horse ConsiderationsHorse Considerationsfor Mount/Dismountfor Mount/Dismount

Decrease stress to horseDecrease stress to horse Limit time spent in ramp/block areaLimit time spent in ramp/block area Check tack prior to horse in rampCheck tack prior to horse in ramp Consider which will be first at blockConsider which will be first at block

Horse or rider/vols.Horse or rider/vols. Determining factors: facility set-up, training, Determining factors: facility set-up, training,

otherother Adjust stirrups away from ramp areaAdjust stirrups away from ramp area

Make sure horse is balanced/squareMake sure horse is balanced/square Teach/assist riders to sit gently, avoid toe dragTeach/assist riders to sit gently, avoid toe drag Set up area to provide straight exitSet up area to provide straight exit

Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere

End of Day 2End of Day 2

Questions?Questions?


Day 3Day 3


Welcome Back!Welcome Back!

Analyze the Following 5 Analyze the Following 5 RidersRiders

What’s going well: specific praiseWhat’s going well: specific praise What is detrimental to the horse: How What is detrimental to the horse: How

would you fix it and why?would you fix it and why? What aspects of these riders are What aspects of these riders are

deviating from the ideal: How to deviating from the ideal: How to correct and why?correct and why?

Equipment?Equipment? Volunteers?Volunteers?


Cognitive ImpairmentsCognitive Impairments


Cognitive ImpairmentsCognitive Impairments(p. 66) (p. 66)

Discrepancy between chronological Discrepancy between chronological age and cognitive maturityage and cognitive maturity

Low IQ scores Low IQ scores Learn best through use of all 3 Learn best through use of all 3

Learning Styles – emphasize Learning Styles – emphasize kinesthetickinesthetic


Disabilities where Cognitive Disabilities where Cognitive Impairment may be seen:Impairment may be seen:

Developmental DelayDevelopmental Delay Intellectual Disability (Intellectual Disability (Formerly MR)Formerly MR) Fragile x SyndromeFragile x Syndrome Down SyndromeDown Syndrome AutismAutism (Substance Abuse Disorder) formerly (Substance Abuse Disorder) formerly

known as Fetal Alcohol Syndromeknown as Fetal Alcohol Syndrome Acquired Brain Injury (ABI/TBI)Acquired Brain Injury (ABI/TBI) CVA/StrokeCVA/Stroke Cerebral Palsy (some cases)Cerebral Palsy (some cases)Copyright 2009. All rights reserved. PATH Intl.®, PATH Intl. APPRECIATING THE POWER OF THE HORSE TO CHANGE LIVES®, EFMHA®, and the PATH Intl. logo are PATH

Intl. trademarks and may not be used without PATH Intl.'s permission. Use of ® above indicates that the mark is registered in the U.S. and may be registered elsewhere.

Strategies for Cognitive Strategies for Cognitive ImpairmentImpairment

Anxiety and FearAnxiety and Fear Delayed ProcessingDelayed Processing Impaired Sense of SafetyImpaired Sense of Safety Short Attention SpanShort Attention Span Impaired MemoryImpaired Memory Low EsteemLow Esteem Decreased Problem SolvingDecreased Problem Solving Difficulty SequencingDifficulty Sequencing

Repetition and consistencyRepetition and consistency Visual cuesVisual cues Notebook to track progressNotebook to track progress Movement & kinesthetic inputMovement & kinesthetic input Mind mappingMind mapping Include classificationsInclude classifications Music, rhymes, songs to recall wordsMusic, rhymes, songs to recall words


Impaired Memory - Impaired Memory - DysnomiaDysnomia

Learning DisabilitiesLearning Disabilities(p. 68)(p. 68)

Compromised ability of brain to:Compromised ability of brain to: Receive, process, analyze or store Receive, process, analyze or store

informationinformation IQ normal or highIQ normal or high


Types of Learning Types of Learning DisabilitiesDisabilities

Attention Deficit Disorder (ADD)Attention Deficit Disorder (ADD) Attention Deficit/Hyperactivity Attention Deficit/Hyperactivity

Disorder (ADHD)Disorder (ADHD) DyslexiaDyslexia


Strategies for Learning Strategies for Learning DisabilitiesDisabilities

DistractibilityDistractibility ImpulsivityImpulsivity Compromised Receptive LanguageCompromised Receptive Language Compromised Expressive LanguageCompromised Expressive Language

Strategies for Learning DisabilitiesStrategies for Learning Disabilities

Difficulty with Change/TransitionsDifficulty with Change/Transitions

Teach transition as skillTeach transition as skill Limit change until trust is establishedLimit change until trust is established Structured lesson with consistent planStructured lesson with consistent plan Use music to ease transitionUse music to ease transition Use schedules to help riders transitionUse schedules to help riders transition


Language ImpairmentsLanguage Impairments(p. 70)(p. 70)

Loss or impairment of speechLoss or impairment of speech ExpressiveExpressive

Inability to understand speechInability to understand speech ReceptiveReceptive


Language ImpairmentsLanguage Impairments

Disabilities:Disabilities: Acquired Brain Acquired Brain

Injury (TBI)Injury (TBI) CVA/StrokeCVA/Stroke Cerebral PalsyCerebral Palsy AutismAutism


Strategies forStrategies forLanguage ImpairmentsLanguage Impairments

Non-VerbalNon-Verbal Augmentative communicationAugmentative communication Develop mutually understandable cuesDevelop mutually understandable cues Clear, concise verbalization w/ visual demoClear, concise verbalization w/ visual demo Parent/caregiver present to identify Parent/caregiver present to identify

discomfort/frustrationdiscomfort/frustration Train volunteers to assist communicationTrain volunteers to assist communication


Strategies for Language ImpairmentsStrategies for Language Impairments

Impaired SpeechImpaired Speech Maintain relaxed manner if difficult to Maintain relaxed manner if difficult to

understandunderstand Encourage simple verbal responsesEncourage simple verbal responses Listen with interestListen with interest Plan for talk timePlan for talk time Model correct languageModel correct language Expand vocabulary with horse termsExpand vocabulary with horse terms Provide writing toolsProvide writing tools


Strategies for Language ImpairmentsStrategies for Language Impairments

PerseverationPerseveration

RedirectRedirect Appropriate Appropriate

expectationsexpectations Set environment to Set environment to

prevent or reduce prevent or reduce occurrenceoccurrence

Set reasonable Set reasonable limitslimits

Delayed Processing Delayed Processing TimeTime Speak clearly, look Speak clearly, look

at riderat rider Allow time to Allow time to

process/organizeprocess/organize Provide vocabulary Provide vocabulary

list of horse list of horse terminologyterminology


Sensory Integration Sensory Integration DysfunctionDysfunction

(p. 71) (p. 71) Inability of brain to process information Inability of brain to process information

from senses:from senses: vision, touch, smell, hearing, tastevision, touch, smell, hearing, taste Vestibular – awareness of body position Vestibular – awareness of body position

in relation to gravity thru inner earin relation to gravity thru inner ear Proprioceptive – awareness of body in Proprioceptive – awareness of body in

space thru muscles, bones, tendonsspace thru muscles, bones, tendons Tactile – info on pressure, movement, Tactile – info on pressure, movement,

vibration, temp, pain thru skin/hairvibration, temp, pain thru skin/hair


Sensory Integration Sensory Integration DysfunctionDysfunction

Distinct diagnosis Distinct diagnosis Specific diagnostic criteriaSpecific diagnostic criteria Can be primary diagnosis or secondaryCan be primary diagnosis or secondary

Can be secondary toCan be secondary to AutismAutism PDD/NOSPDD/NOS Developmental delaysDevelopmental delays Genetic anomaliesGenetic anomalies In-utero drug exposureIn-utero drug exposure Cerebral PalsyCerebral Palsy


Strategies for Sensory Strategies for Sensory Integration DysfunctionIntegration Dysfunction

Hypersensitive to light touchHypersensitive to light touch Avoid light touch – use deep pressureAvoid light touch – use deep pressure Adapt equipment – i.e. reinsAdapt equipment – i.e. reins

Gravitational insecurityGravitational insecurity Take it slowTake it slow Tack – stirrups, supportive saddleTack – stirrups, supportive saddle Horse – short, wide baseHorse – short, wide base Avoid inverted head/backwards positionsAvoid inverted head/backwards positions


Strategies for SI DysfuntionStrategies for SI Dysfuntion

ImpulsivityImpulsivity Supervise closelySupervise closely Teach to learning style – visual, kinesthetic Teach to learning style – visual, kinesthetic

cuescues

Decreased body awarenessDecreased body awareness Horse with concussive gaitHorse with concussive gait StirrupsStirrups Vary horse movement and/or ground surfaceVary horse movement and/or ground surface

Difficulty with transitionsDifficulty with transitions Prepare rider for planned activitiesPrepare rider for planned activities Schedule board with words or picture symbolsSchedule board with words or picture symbols


Behavioral/Social IssuesBehavioral/Social Issues

Ask questions to work on languageAsk questions to work on language Teach alternative behaviorsTeach alternative behaviors Set clear goals and steps to achieveSet clear goals and steps to achieve Be consistentBe consistent Create positive toneCreate positive tone Structured environment and classStructured environment and class Redirect behavior – engage student in Redirect behavior – engage student in

riding skillriding skill


Strategies for Sensory Strategies for Sensory Integration DysfunctionIntegration Dysfunction

Easily distractedEasily distracted Self-stimming behaviorsSelf-stimming behaviors Auditory defensivenessAuditory defensiveness Decreased gross motor planning & Decreased gross motor planning &

coordinationcoordination Poor visual/spatial processingPoor visual/spatial processing Difficulty processing auditory inputDifficulty processing auditory input

Hearing ImpairmentsHearing Impairments(p. 73)(p. 73)

Physical impairment causing hearing Physical impairment causing hearing deficitdeficit For auditory processing difficulties, see For auditory processing difficulties, see

Learning Disabilities strategiesLearning Disabilities strategies

May be secondary to other Dx i.e.May be secondary to other Dx i.e. Cerebral PalsyCerebral Palsy TBITBI CVACVA


Strategies for Hearing Strategies for Hearing ImpairedImpaired

AssessAssess Type and degree of deficitType and degree of deficit Congenital or acquiredCongenital or acquired Static or progressiveStatic or progressive Rider’s communication – Rider’s communication – lip reading, signing, PEClip reading, signing, PEC

General ApproachGeneral Approach Stay centered in arenaStay centered in arena Give visual cuesGive visual cues Establish communication systemEstablish communication system Consider interpreterConsider interpreter Monitor rider in barn environmentMonitor rider in barn environment


Communication ChallengesCommunication Challenges Establish sign for emergency proceduresEstablish sign for emergency procedures Train volunteers to assistTrain volunteers to assist Visual demo by other ridersVisual demo by other riders Monitor hearing aids for proper functionMonitor hearing aids for proper function

Avoid FrustrationAvoid Frustration Establish means of 2-way communicationEstablish means of 2-way communication Assess balance involvement, other sensesAssess balance involvement, other senses Use task analysisUse task analysis Use visuals: demo rider, arena mirrorUse visuals: demo rider, arena mirror Speak slowly, distinctly -- Face rider Speak slowly, distinctly -- Face rider Inform riders/volunteers of HI student’s needsInform riders/volunteers of HI student’s needs


Strategies for Hearing ImpairedStrategies for Hearing Impaired

Balance and Rhythm IssuesBalance and Rhythm Issues Determine level of vestibular involvementDetermine level of vestibular involvement

Horse: medium to wide, steady, distinct gaitsHorse: medium to wide, steady, distinct gaits Tack: supportive, Tack: supportive, ie. Western saddle, deep seat ie. Western saddle, deep seat

dressagedressage Emphasize “feel” of movementEmphasize “feel” of movement Exercises for awareness of center/even weight Exercises for awareness of center/even weight

distributiondistribution Volunteers as neededVolunteers as needed


Strategies for Hearing ImpairedStrategies for Hearing Impaired

FearFear Acknowledge fearAcknowledge fear Volunteers for support as neededVolunteers for support as needed Challenge only to ability levelChallenge only to ability level Rider set pace of advancementRider set pace of advancement

Social/behavioral issuesSocial/behavioral issues Establish clear expectationsEstablish clear expectations Be consistentBe consistent Structured environment and classStructured environment and class Rider may have difficulty expressing feelingsRider may have difficulty expressing feelings Rider may say “yes” when not understandingRider may say “yes” when not understanding


Vision ImpairmentVision Impairment(p. 75)(p. 75)

Physical impairment Physical impairment Vision lossVision loss Total blindnessTotal blindness For Vision Processing deficits – See Learning For Vision Processing deficits – See Learning

Disabilities strategiesDisabilities strategies

May be secondary to other Dx i.e.May be secondary to other Dx i.e. Cerebral PalsyCerebral Palsy TBITBI CVACVA DiabetesDiabetes


Strategies for Strategies for VisionVision ImpairedImpaired

Assess Student Assess Student Limited visual field vs. blindnessLimited visual field vs. blindness Determine extent of vision”Determine extent of vision” Congenital vs. acquiredCongenital vs. acquired If “legally blind” – determine functionIf “legally blind” – determine function

Limited Visual Field/BlindLimited Visual Field/Blind Map arena kinesthetically and writtenMap arena kinesthetically and written Determine size/contrast (of colors) for visualsDetermine size/contrast (of colors) for visuals Practice emergency proceduresPractice emergency procedures Horse: comfortable close to railHorse: comfortable close to rail Challenge appropriately, encourage independenceChallenge appropriately, encourage independence Volunteers as verbal/visual referenceVolunteers as verbal/visual reference


Strategies for Strategies for VisionVision ImpairedImpaired

Decreased BalanceDecreased Balance Fine/Gross Motor delayFine/Gross Motor delay FearFear Proprioceptive InputProprioceptive Input Rhythm/feelRhythm/feel

Emotional and Behavioral Emotional and Behavioral Impairments Impairments (p. 77)(p. 77)

Inability to function (or behave) in a Inability to function (or behave) in a manner:manner: Acceptable to societyAcceptable to society Appropriate for a particular settingAppropriate for a particular setting


Emotional or Behavioral Emotional or Behavioral Impairment may be seen in:Impairment may be seen in:

Anxiety DisordersAnxiety Disorders Depressive DisordersDepressive Disorders AutismAutism Obsessive-Compulsive Disorders (OCD)Obsessive-Compulsive Disorders (OCD) Oppositional Defiant Disorder Oppositional Defiant Disorder Personality DisordersPersonality Disorders PsychosisPsychosis SchizophreniaSchizophrenia


Strategies Emotional/Behavioral Strategies Emotional/Behavioral ImpairmentImpairment

Aggressive/AbusiveAggressive/Abusive Set Ground RulesSet Ground Rules Follow through with consequencesFollow through with consequences Dismount immediately for intentional abuseDismount immediately for intentional abuse Teach empathy for horseTeach empathy for horse

ImpulsivityImpulsivity Supervise closelySupervise closely Review safe procedures around horsesReview safe procedures around horses Horse: tolerant, appropriateHorse: tolerant, appropriate Include “heavy” workInclude “heavy” work Train volunteers appropriatelyTrain volunteers appropriately


Strategies Emotional/Behavioral ImpairmentStrategies Emotional/Behavioral Impairment SexuallySexually InappropriateInappropriate

Set LimitsSet Limits Address behavior calmly, do not ignoreAddress behavior calmly, do not ignore Teach acceptable variation of behaviorTeach acceptable variation of behavior

Manipulative/Negative Attention-SeekingManipulative/Negative Attention-Seeking Allow independent riding when possible so Allow independent riding when possible so

horse provides immediate cause-effecthorse provides immediate cause-effect Frustration/Low Self-EsteemFrustration/Low Self-Esteem

Provide appropriate challengeProvide appropriate challenge Create SuccessCreate Success Teach problem-solving techniquesTeach problem-solving techniques


Teaching Techniques for Teaching Techniques for Improving BehaviorImproving Behavior

ShapingShaping ChainingChaining ModelingModeling PromptingPrompting FadingFading Token EconomyToken Economy ContractContract

ExtinctionExtinction ReinforcementReinforcement Response CostResponse Cost Time OutTime Out ReprimandReprimand Positive PracticePositive Practice


BREAKBREAK


•Horse Movement and Horse Movement and

AnalysisAnalysis


•Role Play 1Role Play 1

Physical DisabilitiesPhysical Disabilities

Practicum in ArenaPracticum in Arena Taught by FacultyTaught by Faculty


Riders with Cognitive Riders with Cognitive DisabilitiesDisabilities


ConclusionConclusion

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