A Mixed Methods Investigation of Equine-assisted Occupational Therapy for Children With Autism

NCT03493347 | Completed

• 1 other identifier: 17-7112H
• Study Type: interventional
• Target: 8
• Locations: 1 country
• Sites: 1

Brief Summary

Children with autism spectrum disorders (ASD) often participate in equine-assisted interventions, where practitioners partner with horses to improve the health and well-being of the clients they serve. One of these interventions is equine-assisted occupational therapy (EAOT). The first aim of this study is to assess the effectiveness of EAOT at improving the social, behavioral, and occupational functioning of children with ASD. Second, this study aims to conceptually develop the theory of change that guides how horses are integrated into occupational therapy for children with ASD. Eight children with ASD will participate in 10 weeks of EAOT. The quantitative strand will involve caregivers filling out measures of social functioning, self-regulation, and occupational performance on a weekly basis. Investigators hypothesize children will demonstrate improved performance on these measures during the intervention in comparison to baseline. The qualitative strand will consist of interviews with the providing occupational therapists aimed at understanding the theory behind why the intervention is effective. The results of this study will have implications for children with ASD, their families, and occupational therapists providing services to individuals with ASD.

Conditions

Autism Spectrum Disorder

Outcome Measures

Primary Outcomes (1)

• Change in Visual Analog Scale (VAS) ratings of individualized occupational performance goals

  Parents rate their child's performance on an individualized goal using a sliding scale. The minimum score of 0, indicated on the left of the scale, denotes poor performance, while the maximum score 100, on the right of the scale, denotes excellent performance.

  daily, during baseline and intervention phases (up to 119 days)

Secondary Outcomes (4)

• Change in Irritability

  Weekly during baseline and intervention phases, up to 18 weeks. Also during 3-month follow-up.

• Change in Hyperactivity

  Weekly during baseline and intervention phases, up to 18 weeks. Also at 3-month follow up.

• Change in Social Functioning

  4 Time Points: initial, after 5-7 weeks of no-treatment baseline, after 10 weeks of intervention, and after a 3-month follow-up period.

• Change in Canadian Occupational Performance Measure

  4 Time Points: initial, after 5-7 weeks of no-treatment baseline, after 10 weeks of intervention, and after a 3-month follow-up period.

Other Outcomes (2)

• Parent Perceptions of Child's Response to Treatment

  Two time points: 1-2 months after the intervention is complete (January-February 2018) and 5 months after intervention is complete (May 2018)

• Therapist Clinical Reasoning

  Weekly basis for 10 weeks throughout intervention phase.

Study Arms (1)

Equine-assisted Occupational Therapy

EXPERIMENTAL

All children will receive the Equine-assisted Occupational Therapy (EAOT) intervention, which includes occupational therapy administered in an equine environment. Common intervention activities include grooming, tacking, mounting, and riding the horse.

Behavioral: Equine-assisted Occupational Therapy

Interventions

Equine-assisted Occupational Therapy BEHAVIORAL

Occupational therapy provided in an equine environment that includes activities such as groundwork, grooming, tacking, mounting, and riding horses

Equine-assisted Occupational Therapy

Eligibility Criteria

• Age: 5 Years - 14 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• aged 5-14
• have an ASD diagnosis by a community provider
• score ≥15 on the Social Communication Questionnaire
• score ≥11 on the Aberrant Behavior Checklist-Community
• meets clinical cut-offs for ASD on the Autism Diagnostic Observation Schedule, Second Edition
• score ≥55 on the Leiter International Performance Scale, Third Edition
• can tolerate a helmet
• can participate in 10-minutes of riding while following safety rules
• meets physical, mental, and emotional standards set forth by the Professional Association of Therapeutic Horsemanship, International

You may not qualify if:

• behavioral issues that could interfere with safety
• hours or more of previous experience with equine-assisted interventions in the last 6 months
• weight exceeding 200 pounds

Sponsors & Collaborators

• Colorado State University: lead

Study Sites (1)

Hearts and Horses Therapeutic Riding Center

Loveland, Colorado, 80537, United States

Location

Related Publications (11)

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  PMID: 3993694 BACKGROUND

• Gabriels RL, Pan Z, Dechant B, Agnew JA, Brim N, Mesibov G. Randomized Controlled Trial of Therapeutic Horseback Riding in Children and Adolescents With Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry. 2015 Jul;54(7):541-9. doi: 10.1016/j.jaac.2015.04.007. Epub 2015 May 5.

  PMID: 26088658 BACKGROUND

• Gotham K, Risi S, Dawson G, Tager-Flusberg H, Joseph R, Carter A, Hepburn S, McMAHON W, Rodier P, Hyman SL, Sigman M, Rogers S, Landa R, Spence MA, Osann K, Flodman P, Volkmar F, Hollander E, Buxbaum J, Pickles A, Lord C. A replication of the Autism Diagnostic Observation Schedule (ADOS) revised algorithms. J Am Acad Child Adolesc Psychiatry. 2008 Jun;47(6):642-651. doi: 10.1097/CHI.0b013e31816bffb7.

  PMID: 18434924 BACKGROUND

• Lord, C., Rutter, M., DiLavore, P., RISI, S., Gotham, K., & Bishop, S. (2012). Autism Diagnostic Observation Schedule, Second Edition. Los Angeles, CA: Western Psychological Services.

  BACKGROUND

• Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale- Revised. Wood Dale, IL: Stoelting.

  BACKGROUND

• Rutter, M., & Bailey, A. (2003). Social Communication Questionnaire. Los Angeles, CA: Western Psychological Services.

  BACKGROUND

• Tsatsanis KD, Dartnall N, Cicchetti D, Sparrow SS, Klin A, Volkmar FR. Concurrent validity and classification accuracy of the Leiter and Leiter-R in low-functioning children with autism. J Autism Dev Disord. 2003 Feb;33(1):23-30. doi: 10.1023/a:1022274219808.

  PMID: 12708577 BACKGROUND

• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings . Oxford University Press.

  BACKGROUND

• Kratochwill TR, Levin JR. Enhancing the scientific credibility of single-case intervention research: randomization to the rescue. Psychol Methods. 2010 Jun;15(2):124-44. doi: 10.1037/a0017736.

  PMID: 20515235 BACKGROUND

• Byiers BJ, Reichle J, Symons FJ. Single-subject experimental design for evidence-based practice. Am J Speech Lang Pathol. 2012 Nov;21(4):397-414. doi: 10.1044/1058-0360(2012/11-0036). Epub 2012 Oct 15.

  PMID: 23071200 BACKGROUND

• Strauss A., & Corbin, J. (1990). Basics of Qualitative Research. Newbury Park, CA: Sage Publishing.

  BACKGROUND

MeSH Terms

Conditions

Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Wendy Wood, Ph.D.

  Colorado State University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Director of Research, Temple Grandin Equine Center

Model Details: multiple baseline single case experimental design

Study Record Dates

• First Submitted: March 26, 2018
• First Posted: April 10, 2018
• Study Start: July 24, 2017
• Primary Completion: December 18, 2017
• Study Completion: December 31, 2018
• Last Updated: April 12, 2019

Record last verified: 2019-04

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)