Abstract
The purpose of this phenomenological study was to highlight the lived experience of adolescents with autism spectrum disorder who participated in equine-assisted activities and therapies (EAA/T) using semistructured interviews and thematic analysis. Research questions explored the client's perception of skills learned and whether clients recognized the generalization of skills. Implications for OT and conceptualizing the links between OT and EAA/T will be presented.
Primary Author and Speaker: Emily Mahoney
Additional Authors and Speakers: Elizabeth Torrez, Mekenzie Keenportz, Kelly Maki, Tara Rudkoski, and Katie Hawk
Given the current trend of including complementary health approaches and integrative health (CHAIH) in an OT's plan of care for individuals with autism spectrum disorder, it is imperative that practitioners have an introductory understanding of various treatment approaches in order to make responsible referrals to best serve their client's needs (Christon, Mackintosh, & Myers, 2010). OT's roles with individuals with ASD include providing direct services targeting sensory processing, emotional regulation, psycho-social skills, and self-advocacy skills, as well as providing consultation and collaboration to maximize the individual's function and inclusion in daily living (Crabtree & Demchick, 2018). Equine assisted activities and/or therapies (EAA/T) is an umbrella term that accounts for a variety of intervention styles utilizing the horse as a tool. This intervention can be used by OTs in an outpatient setting in order to facilitate goals such as improvements in social, emotional, and motor skills (McDaniels & Wood, 2017). This study focused on the outcomes of engaging in EAA/T. The results were framed from the perspective of how experiencing EAA/T can complement OT goals for adolescents with ASD. Research questions included: What is the lived experience for adolescents with ASD who engage in EAA/T? What skills do participants perceive were developed through their EAA/T experience? And how do participants perceive their barn experiences generalize to other environments? This phenomenological study was completed through hermeneutical dialectic methods structured around the ideology that only the person experiencing a phenomenon can know how it affected their reality. Inclusion criteria was designed to increase validity and quality of data collected, and sampling was purposeful. Participants were required to be diagnosed with ASD and be young adult age, have the capabilities of engaging verbally in a 30-minute interview, and have participated in EAA/T for at least six months. The researcher contacted local facilities for assistance identifying potential participants who met the criteria. Qualitative data was gathered using semi-structured interviews of four participants. Secondary interviews allowed for member checking to ensure validity. The primary researcher conducted data analysis using a six phase thematic analysis. Two research committee members conducted independent analyses of the data, for purposes of triangulation, to strengthen reliability. Participant responses yielded information about concrete skills learned; as well as implied concepts about social, emotional, and personal experiences. Three primary and inter-related themes emerged: the influence of the barn environment, the person/horse relationship, and positive self-perceptions. The barn environment was described as a ‘safe space’ where participants could rely on a routine. This allowed both the person and the horse to emotionally regulate themselves, allowing the pair to form a working relationship. Once a working relationship was formed, occupational performance was more successful and the participants felt emotional benefits. Results about the generalization of skills to other environments were not strong enough to develop themes, and is an area of potential improvement for services or future research. Results suggested that the benefits that can be obtained through EAA/T can serve as a holistic approach to the multidimensional impacts of ASD on functionality, and can complement a variety of OT goals (Trzmiel et al., 2019). EAA/T is under-researched yet it is evident that its uniqueness and multidimensional nature suggest promising results as it continues to gain recognition and popularity as a potential OT intervention for ASD (McDaniels & Wood, 2017).
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Trzmiel, T., Purandare, B., Michalak, M., Zasadzka, E., & Pawlaczyk, M. (2019). Equine assisted activities and therapies in children with autism spectrum disorder: A systematic review and meta-analysis. Complementary Therapies in Medicine, 42, 104-113. https://doi.org/10.1016/j.ctim.2018.11.004
Crabtree, L., & Demchick, B.B. (2018). Occupational Therapy’s role with Autism. The American Occupational Therapy Association. Retrieved from: www.aota.org
McDaniel Peters, C.B., & Wood, W. (2017). Autism and equine-assisted interventions: A systematic mapping review. Journal of Autism and Developmental Disorders, 47, 3220-3242. https://doi.org/10.1007/s10803-017-3219-9.