Study Notes on Participants in Equine-Assisted Activities

Section 4: Participants

Screening and Assessment

  • Objective: Provide safe and productive equine-assisted activities (EAA) for all participants.
  • Initial Screening Process Includes:
    • Review of paperwork, including physician forms.
    • Interview with the potential participant and/or family member (often conducted by phone).
    • In-person interaction with the potential participant.

Precautions and Contraindications

  • Instructor's Responsibility: Determine if the potential participant has any precautions and/or contraindications.
    • Assess personal expertise, volunteer training, suitable equines, and necessary equipment.
    • Conduct a risk/benefit analysis to evaluate inherent risks in equine activities and educate the team about disabilities.
Presence of a Precaution
  • Definition: A precaution necessitates additional investigation or modifications to the program.
  • Actions Required:
    • Contact a physician or therapist for advice before acceptance.
    • Possible modifications include program changes, equipment adjustments, or regular evaluations.
    • If a precaution cannot be accommodated, it becomes a contraindication.
Presence of a Contraindication
  • Definition: Indicates an activity is inappropriate for the participant.
  • Types:
    • Permanent Contraindication: Activities never appropriate due to safety or health concerns.
    • Temporary Contraindication: In effect until conditions improve or become safe for activity.
  • Action Needed: Decline participation in mounted or driving activities if an individual is contraindicated; accepting them is unethical and may lead to injury or legal consequences.
Instructor's Knowledge and Skill Level
  • Instructors must assess their experience and limitations.
  • Participants should be paired with instructors who have relevant experience for specific disabilities or communication methods.
  • If training is insufficient, refer participants to appropriate professionals.
Participant's Weight and Height
  • Determining weight and height informs the suitability of equine and equipment. Secretary must ensure the participant's size is suitable for any mounted or driving activities.
  • Considerations:
    • Ensure equines can support the participant's weight for safe mounting/dismounting.
    • Plan for emergency dismounting processes.
Suitable Equine
  • Matching Equine Characteristics:
    • Assess temperament, health, conformation, energy level, and training of equines in relation to participant needs.
    • Some equines may be inappropriate for certain participants even if suitable for others.
    • Example: A pony with a concussive gait would not be suitable for a child with spasticity but might be acceptable for a child with decreased attention.
Suitable Equipment
  • Equipment resources impact safety and effectiveness.
  • Components of Equipment Include:
    • Tack
    • Mounting equipment (ramps, lifts)
    • Helmets
  • Ensure the availability of correctly fitting equipment prior to lessons to avoid participant discontinuation due to lack of resources.
Scheduling Considerations
  • EAA generally uses a team approach including equines, instructors, and volunteers.
  • Consultation with a therapist may be necessary for significant disabilities.
  • If resources (trained instructors or volunteers) are unavailable, participation is contraindicated.
Potential Participant's Skills
  • Assess mobility skills including ability to traverse different terrains and emotional responses around equines.
  • Note skill levels and communication methods for informed decision-making.

Conclusion

  • Instructors must strive to provide the safest and highest quality activities possible, recognizing limitations and seeking education as needed.

Human Anatomy and Physiology

  • A strong understanding of human anatomy is crucial for instructors to help participants achieve optimal riding positions and balance.
The Spinal Column
  • Composition: 33 vertebrae segmented into five parts: cervical, thoracic, lumbar, sacrum, and coccyx (tailbone).
  • Function: Supports flexibility, shock absorption, and spinal cord protection.
  • Spinal Cord Role: A communication pathway between body and brain, influencing posture, movement, and reflexes.
Posture and Alignment
  • Definition: Posture is the body's segment alignment while standing, walking, or sitting.
  • Good Posture Characteristics: Balanced from side-to-side, ideally with the spine representing a vertical line.
  • Postural Differences: Include lateral curvature variations, which may indicate underlying muscular issues or imbalances.
Reflexes
  • Reflex actions are movements initiated via the spinal cord bypassing brain involvement. Important reflexes include:
    • Primitive Reflexes: Can hinder motor skills, especially in disabled individuals.
    • Common reflexes include:
    • Asymmetrical Tonic Neck Reflex (ATNR)
    • Symmetrical Tonic Neck Reflex (STNR)
    • Tonic Labyrinthine Reflex (TLR)
    • Exaggerated Withdrawal Reflex
    • Extensor Thrust Reaction
    • Startle Reflex

Sensory Processing

  • There are eight senses: vision, hearing, smell, taste, touch, vestibular sense, proprioception, and interoception.
  • Importance of Sensory Processing: Essential for developing daily life skills and motor planning.
  • Sensory Tree Concept: Representation of sensory processing skills where the eight senses are the roots, and higher-level skills comprise branches and leaves.
  • Relation to Riding: Riding requires integration and coordination of all sensory skills to manage tasks effectively.
The Rider’s Position
  • Correct riding position enhances safety and is critical for maintaining balance on the equine.
  • Balanced Position Characteristics: Involves neutral pelvis positioning allowing for optimal movement and flexibility.
  • Position Corrections: Can be targeted starting from the participant's center of gravity (the pelvis) and moving outward to other body parts.

Considerations by Disability Type

Participants With Special Needs
  • Individuals with various disabilities, such as:
    • Amputation or limb difference
    • Autism Spectrum Disorder (ASD)
    • Cerebral Palsy (CP)
    • Spinal Cord Injury (SCI)
    • Sensory Processing Disorder (SPD)
    • Seizure disorders, among others.
  • Each participant must be evaluated individually with a focus on their strengths and limitations.
  • Continuous education about disabilities is necessary for instructors to provide the best support.
People First Language
  • Use respectful terminology when discussing disabilities (e.g., "a person with epilepsy" instead of "epileptic person").
Considerations for Specific Disabilities
Amputation/Limb Differences
  • Amputations can occur from birth or due to injuries; considerations include fitting and positioning for riding.
Anxiety Disorders
  • Participants may display signs like sweating, avoidance behaviors, or irritability.
  • Modifying expectations and creating a supportive environment is crucial.
Intellectual Disabilities
  • Individuals may need more support and time for learning, with a focus on positive reinforcement and age-appropriate goals.
Older Adults
  • Unique needs arise with increased risks from conditions such as osteoporosis. Careful evaluations and monitoring are essential.
  • Communication challenges may emerge, and patience is required when interacting with this population.
Conclusion
  • Instructors must continually seek to understand each participant's needs, limitations, and how to best accommodate their unique circumstances for success in equine activities.