GallopNYC Brooklyn, NY Therapeutic Riding as a Means of Teaching Job Skills: A Comprehensive Horsemanship and Transitional Life Skills Curriculum for Young Adults on the Autism Spectrum
Introduction: What does the future hold for young adults on the autism spectrum? The transition to adulthood for any adolescent is complex; for young adults with autism, the transition can be daunting. Many families have spent years obtaining support for their child with autism and advocating for services in order to maximize their child’s potential. Support systems provided by schools and even parents may be reaching their limit or ultimately ending as the child grows into adulthood. What types of assistance can be offered to young adults with autism to help them transition into the workplace and into an independent and fulfilling life? Anecdotal reports and some studies suggest that equine‐assisted activities, such as therapeutic horseback riding, may be beneficial in autism spectrum disorders. Bass, Duchowny and Llabre (2009) found that “autistic children exposed to therapeutic horseback riding exhibit greater sensory seeking, sensory sensitivity, social motivation, and less inattention, distractibility, and sedentary behaviors”. GallopNYC’s objective was to develop an educational program using the benefits of therapeutic horseback riding to assist young adults with autism transitioning to the work environment, including a comprehensive horsemanship and transitional life skills curriculum and make it available to other therapeutic riding programs.
The Project Objectives Acquiring and retaining a job involves numerous skills. Many of the behaviors associated with autism affect the capacity of the individual to connect and behave appropriately with people. These behaviors have a negative impact on the autistic young adult’s ability to enter the workplace and succeed at an occupation. GallopNYC asked ‐ can the benefits of therapeutic horseback riding help the development of transitional skills essential for success in the work environment? GallopNYC began by isolating the complex factors that lead to success in the workplace relying on the Autism Speaks (toolkit) and other resources, as well as consulting with our partners. A good employee must have personal responsibility by being dependable, taking pride in one’s appearance and behaving according to workplace norms. Social competence is important: an employee must be able to relate to others with respect and courtesy, communicating appropriately to questions and situations. Employers expect the worker to be motivated and
cooperative, able to adapt to change, have a positive attitude, to work hard and stand by their results. GallopNYC hypothesized that skills taught by GallopNYC instructors – how to safely and empathetically interact with horses and how to use proper body mechanics to effectively control a horse, would improve our rider’s physical, cognitive and social abilities and enable them to transfer these abilities to other aspects of their life, i.e., into the classroom and/or a work situation. The educational program developed by GallopNYC, which includes classroom curriculum, resource materials, therapeutic riding lessons and internship training was designed to have a positive impact on the ability of young adults with autism to develop employment and life skills that will assist their transition to the community and will enable them to have a rewarding and meaningful life.
Steps Taken: GallopNYC collaborated with three organizations in this study: Birch Family Services, Cooke Center for Learning and Development, and Individualized Vocational Development Unit (IVDU). GallopNYC’s study was open to young adults (16 – 24 years of age) with a diagnosis of autism spectrum disorder or Asperger’s Syndrome. However, as a job transition program, prospective riders needed to have a realistic ability to work, with or without supervision. The ability to communicate (either verbally or with a device) and the ability to follow directions were participation thresholds. Our partner organizations assigned students to the study. GallopNYC did not influence these assignments other than the criteria noted above. Thirteen students participated in the study in the fall and an additional four in the spring. Our rider participants were higher functioning young men on the autism spectrum displaying the full range of autistic behaviors and social interactions. All participants were aware of the study and its objectives. GallopNYC’s partner organizations and the parents of our participants were aware that their students and children were part of our study. During our first meeting at the stable, the students leaned they were participating in a study to see if the benefits of therapeutic horseback riding could help them develop skills that would then assist them in a workplace/job situation. Each group of participants were accompanied by aides from their respective schools. The responsibilities of the aides included student supervision while traveling to and from the stable, and rare, but occasional intervention with student behavioral issues. The school aides did not play an active role in the context of the study.
Each partner organization received an Internship Program Guidelines booklet which outlined the program goals, description and details (calendar, dress code, attendance expectations, etc.); school/agency responsibilities; GallopNYC responsibilities; expected student behavior and basic tasks the intern would perform. GallopNYC reviewed these Guidelines with each partner organization. Each study participant received an Internship Program – Student Manual which outlined program goals, description and details; intern responsibilities; behavior expectations and basic tasks the intern will perform (setting up the arena, fitting helmets, sidewalking). During the first educational session, each student reviewed the Student Manual with the GallopNYC instructor and staff.
The Project Curriculum The curriculum for GallopNYC’s Autism Speaks Study consisted of two key components each supporting and enhancing the other: 1. Groundwork curriculum included horsemanship sessions in the classroom setting and “on‐the‐ground”, hands‐on demonstrations in the riding arena. 2. Horseback riding lessons incorporated GallopNYC’s horse centered, therapeutic riding program components. The stated criteria for success in the workplace (dependability, taking responsibility, proper behavior, respect for others, motivation, cooperation and a positive attitude) determined the structure of the curriculum. An evaluation of each student’s level of cognition and independence determined their entry point into that curriculum. Instructors effectively adapted lesson plans in response to student need. Although goals were constant, GallopNYC teachers and staff shaped the learning environment, building on the previous week’s lessons, skills learned and challenges. The staff and regular volunteers focused on making the setting risk‐free and supportive, with positive regard for each individual being the standard. Every learning opportunity was challenging and structured; active listening was encouraged. Our regular volunteers joined in all of the classroom and arena sessions with our study participants in order to promote an inclusive setting. As a result, regular volunteers learned about horses and horsemanship thereby positively influencing their ability to perform their roles as volunteers. Groundwork Curriculum
GallopNYC’s internship training semester was 10 weeks in length starting in mid‐October 2011 and running through January 2012. Instructors taught a new skill each week, spiraling up from the lesson objectives from the week before. In addition, lessons were taught in relation to a training or work situation. For instance, tack up the horse (saddling): know in advance what equipment is needed and what is to be done with the equipment; gather the appropriate equipment; position equipment (in this case, place on a horse) in a specific order; handle problems ‐ “can I do this myself or do I ask for help”?; “I’m getting frustrated with this work so what do I do now”?; check completed work for completeness and safety. Every moment and situation of every session produced a teaching opportunity. A written lesson plan that included purpose of the lesson, objectives, employment/life skills references, materials needed, new vocabulary words, and demonstration activities supported each weekly topic. The school/organization supervisors who accompanied the students to the stable received and reviewed the lesson plans. The lesson plans were guidelines for the GallopNYC instructor’s classroom and groundwork teaching. Classroom instruction consisted of explanations and questioning that was appropriate for each student’s cognitive level. Then the students moved into the arena for a hands‐on demonstration and participation in the various activities of the lesson. After each classroom session and arena demonstration, the students participated in a review workshop supervised by a GallopNYC staff member in which they received worksheets that outlined that day’s lesson. Wherever possible, the worksheets included pictures and drawings to enhance the learning experience. To reinforce their learning, the students answered questions and wrote out responses about the day’s lessons. In most situations, the students completed the worksheets while at the stable and before they left for the day. GallopNYC staff collected and reviewed their worksheets. When possible, the student supervisors reviewed the worksheets. Horseback Riding Curriculum GallopNYC bases its riding program on good horsemanship, sound riding techniques, and therapeutic and hippotherapy standards that are approved by the Professional Association of Horsemanship, International (PATH Intl.). The GallopNYC therapeutic horseback riding program and all GallopNYC instructors are certified by PATH Intl.
The riding goals of GallopNYC concentrate on horsemanship – proper care and handling of a horse – and riding skills. Even highly trained horses will only respond to proper handling, which requires an ability to understand how a horse perceives and reacts to the world. For a student with autism, thinking about how a horse will respond to this student’s actions is itself a significant learning experience. Mastering horse behavior is a rewarding experience. A GallopNYC therapeutic riding lesson challenges the rider physically, cognitively and emotionally. A typical 30 minute lesson would include mounting, warm‐up, reviewing previous lesson, introducing a new skill, game or activity, cool down, review lessons learned, dismount, and bond with the horse. The predictability of the components of the lesson is intentional and helps our riders relax thereby allowing them to focus on practicing old skills, embracing new skills and having fun. Goals and Expectations The study participants were in an internship‐training program that taught them to be GallopNYC sidewalkers. Just as for our regular volunteer sidewalkers, there were goals and expectations that came with this responsibility. These goals and expectations are workplace protocols or rules. They were not, specifically, a focus of the study. In order to move on from the internship‐training program and into the paid internship of a GallopNYC sidewalker, the study participants had to meet these goals and expectations: Be safe at all times in the stable, barn and arena Be respectful of others and the horses at all times Show motivation and interest in the riding lessons, horse knowledge lessons and work environment Show improvement in the tasks that are taught Be able to sidewalk for 15 minutes straight with minimal prompting or direction Set up the arena for riding lessons, with minimal direction Be able to properly and safely fit a helmet on another rider, with minimal direction
Medial Summary As in any school or training program or life situation there are different gradations of ability to perform tasks. This is what we find in all our riders and groups.
Ability to perform tasks can be: a. Mostly independent b. With some assistance c. Needs supervision These same gradations of ability are what we experienced with our study participants. All participants successfully completed the course of internship training and moved on to the supervised internship program working alongside regular GallopNYC volunteers. Some will need on‐going review and practice for skill maintenance. Participants, and their parents and teachers, were enthusiastic and gave great effort to their lessons. Current Status of Study (March – May 2012): Supervised Internships and Publication of Educational Resources During GallopNYC’s spring semester, participants are integrated into GallopNYC’s program as supervised interns working alongside regular GallopNYC volunteers and also receive a weekly stipend. Participants perform the responsibilities of a GallopNYC volunteer: sidewalking, setting up the arena for riding, and fitting rider helmets. Each participant’s responsibilities matched their skills and interests; clear goals were identified. GallopNYC: ‐ Review “lessons learned” with partner organizations and GallopNYC staff. ‐ Prepare a thorough evaluation of the program to include appropriate measures of success, defining appropriate training for instructors, identifying optimal levels of participant supervision, identifying the characteristics of people with autism for whom the program would have the most impact. ‐ Complete the educational resource book. ‐ Identify the most effective ways to share the resources/educational materials created for the project with other riding centers and how they can be implemented into their own programs that work directly with youth on the autism spectrum.