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Home / Equine Research Bank / Healthcare (Basel) / Effectiveness of Equine-Assisted Intervention as a Therapeut...
Healthcare (Basel, Switzerland)2025; 13(16); 2014; doi: 10.3390/healthcare13162014

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

Abstract: : This study examines the effectiveness of equine-assisted intervention (EAI) in improving adaptive behaviour and motor skills in children with autism spectrum disorder (ASD). : 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. : The results show significant improvements both in the overall score of the VABS-II test (x¯pre: 65.84 ± 10.38-x¯post: 72.47 ± 16.21, = 0.003) and in the areas of communication (x¯pre: 64.84 ± 15.50 ~ x¯post: 72.26 ± 21.93, = 0.010), social skills (x¯pre: 61.26 ± 8.99 ~ x¯post: 66.53 ± 13.79, = 0.008) and daily living skills (DLS) (x¯pre: 66.21 ± 11.15 ~ x¯post: 69.95 ± 12.32, = 0.0004), as well as a non-significant slight improvement in motor skills (x¯pre: 72.50 ± 8.83 ~ x¯post: 75.17 ± 7.88, = 0.363). In addition, these gains were greater in those children attending standard classroom settings and receiving early stimulation. : 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.
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Publication Date: 2025-08-15 PubMed ID: 40868632PubMed Central: PMC12385512DOI: 10.3390/healthcare13162014Google Scholar: Lookup
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  • Journal Article

Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

Overview

  • This study evaluates how equine-assisted intervention (EAI) helps improve adaptive behavior and motor skills in children with autism spectrum disorder (ASD).
  • The research investigates changes in communication, social skills, daily living skills, and motor abilities after an eight-month EAI program.

Study Design and Participants

  • The study employed a self-controlled, longitudinal, and prospective experimental design.
  • Pre- and post-intervention assessments were conducted using the Vineland Adaptive Behavior Scale II (VABS-II), a standardized tool measuring adaptive behavior.
  • The sample consisted of 19 children diagnosed with ASD.
  • Children received weekly therapeutic sessions involving horses for eight months.

Equine-Assisted Intervention (EAI) Details

  • EAI activities included:
    • Horseback riding
    • Groundwork with horses (handling and interacting without riding)
    • Hygiene and preparation of the horse (grooming, saddling, etc.)
  • The intent was to engage sensory, motor, social, and communication skills through interaction with horses.

Outcome Measures and Results

  • Adaptive behavior was assessed across four main domains:
    • Overall VABS-II adaptive behavior composite scores
    • Communication skills
    • Social skills
    • Daily living skills (DLS)
    • Motor skills
  • Significant improvements were observed post-intervention in:
    • Overall adaptive behavior score (mean increase from 65.84 to 72.47, p=0.003)
    • Communication (increase from 64.84 to 72.26, p=0.010)
    • Social skills (increase from 61.26 to 66.53, p=0.008)
    • Daily living skills (increase from 66.21 to 69.95, p=0.0004)
  • Motor skills showed a slight but non-significant improvement (from 72.50 to 75.17, p=0.363).

Additional Findings

  • Children attending standard classroom settings and who were receiving early stimulation exhibited larger gains across the adaptive behavior domains.
  • This suggests that EAI may be more effective if combined with early educational interventions.

Conclusions and Implications

  • The study suggests that equine-assisted intervention offers a beneficial therapeutic strategy for children with ASD to enhance adaptive behaviors.
  • EAI specifically improves communication, social interaction, and daily living skills, which are vital areas of functioning for children with autism.
  • While motor skill improvements were minimal in this study, the overall adaptive functioning benefits underscore the potential of incorporating EAI in therapeutic plans.
  • The enhanced outcomes for children in mainstream classroom settings receiving early stimulation highlight the importance of early and integrated approaches to ASD treatment.
  • Future research could focus on expanding sample sizes, exploring long-term effects, and optimizing intervention protocols for motor skills gains.

Cite This Article

APA
Martínez Moreno CM, Hernández Garre JM, Echevarría Pérez P, Morales Moreno I, Vegue Parra E, Valero Merlos E. (2025). Effectiveness of Equine-Assisted Intervention as a Therapeutic Strategy for Improving Adaptive Behaviour in Children with Autism Spectrum Disorder. Healthcare (Basel), 13(16), 2014. https://doi.org/10.3390/healthcare13162014

Publication

Healthcare (Basel, Switzerland)
ISSN: 2227-9032
NlmUniqueID: 101666525
Country: Switzerland
Language: English
Volume: 13
Issue: 16
PII: 2014

Researcher Affiliations

Martínez Moreno, Carmen María
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.
Hernández Garre, José Manuel
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.
Echevarría Pérez, Paloma
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.
Morales Moreno, Isabel
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.
Vegue Parra, Eva
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.
Valero Merlos, Eloína
  • Department of Social and Healthcare Research and Development, Catholic University of Murcia, 30107 Murcia, Spain.

Conflict of Interest Statement

The authors declare no conflicts of interest.

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