Impact of Equine Interactive Vaulting on Executive Function of Children With Disabilities: Outcomes and Directions for OT Practice

PURPOSE: Children with disabilities experience emotional and behavioral challenges that adversely affect self-awareness, judgment, decision-making, and emotional regulation. This study explored the effects of an interactive vaulting (IV) program on executive function to address these challenges. IV is an equine-assisted activity and therapy (EAAT) in which individuals work in groups to solve problems inherent in groundwork and gymnastic-like activities on horseback. Benefits of EAAT have been documented in self-regulation, social functioning, and self-esteem, but have not been linked by research to IV. In addition, the unique contribution of OT to this EAAT has not been explored. DESIGN/METHOD: This convergent mixed-methods pilot study utilized a pretest-posttest design without a control group. Ten children, with autism spectrum disorder, developmental delay, and attention deficit/hyperactivity disorder, participated in an IV program. All were ambulatory and able to follow directions. One weekly 60 minute IV session was facilitated by a single horse-instructor team over 10 weeks. Behavior Rating Inventory of Executive Function, 2nd Ed. (BRIEF-2) assessed behavioral, cognitive, and emotional functions in children, with separate pre and post-testing for parents and IV instructor. Resulting data was compared using paired samples t-tests. Semi-structured parent interviews after the program provided qualitative data for phenomenological analysis. Through three rounds of coding by five researchers, final themes emerged. Qualitative and quantitative results were considered together to identify the program outcomes. RESULTS: Positive trends were noted in 31% of the subscales of the BRIEF-2 parent ratings but were not statistically significant. BRIEF-2 IV instructor rating changes were statistically significant in 90% of the subscale categories, including self-monitoring, emotional shift and control, initiative, working memory, plan/organizing, and organization of materials. Statistically significant results were also found in broad categories of Behavioral and Emotional Rating Indexes. Of interview data revealed positive trends identified by parents. Three themes of the children's performance emerged, namely developing skills for social engagement (increased social interaction with others), fostering relationships (engagement and team work with friends, teachers, and family members), and evolving emotional and behavioral repertoire (positive behavioral change such