Effectiveness of Equine-Assisted Intervention as a Therapeutic Strategy for Improving Adaptive Behaviour in Children with Autism Spectrum Disorder

Abstract

Background/Objectives: This study examines the effectiveness of equine-assisted intervention (EAI) in improving adaptive behaviour and motor skills in children with autism spectrum disorder (ASD). Methods: To that effect, a self-controlled experimental analytical study has been designed, which is longitudinal and prospective in nature, with pre- and post-intervention measures, using the Vineland Adaptive Behavior Scale II (VABS-II) as the assessment instrument. The sample consists of 19 children who participated in weekly therapeutic sessions involving horses for eight months; these sessions included horseback riding, groundwork, hygiene, and preparation of the horse. Results: The results show significant improvements both in the overall score of the VABS-II test ((Formula presented.) pre: 65.84 ± 10.38– (Formula presented.) post: 72.47 ± 16.21, p = 0.003) and in the areas of communication ((Formula presented.) pre: 64.84 ± 15.50 ~ (Formula presented.) post: 72.26 ± 21.93, p = 0.010), social skills ((Formula presented.) pre: 61.26 ± 8.99 ~ (Formula presented.) post: 66.53 ± 13.79, p = 0.008) and daily living skills (DLS) ((Formula presented.) pre: 66.21 ± 11.15 ~ (Formula presented.) post: 69.95 ± 12.32, p = 0.0004), as well as a non-significant slight improvement in motor skills ((Formula presented.) pre: 72.50 ± 8.83 ~ (Formula presented.) post: 75.17 ± 7.88, p = 0.363). In addition, these gains were greater in those children attending standard classroom settings and receiving early stimulation. Conclusions: This study suggests equine-assisted intervention (EAI) may contribute to improvements in adaptive behaviour, including communication, social skills, and daily living skills, in children with autism spectrum disorder (ASD). Benefits were notably enhanced in children receiving early stimulation within standard classroom settings.