Friday, March 25, 2011

Autism and Horseback Riding

Thus far I have read about various types of animals and how they are therapeutic for children with autism. I have seen how caring for animals and spending time with them can dramatically improve the functions of these children. But this week's article presented something entirely different--horseback riding.

The Effect of Therapeutic Horseback Riding on Social Function in Children with Autism by Margret M. Bass, Catherine A. Duchowny, and Maria M. Llabre suggest that "therapeutic horseback riding may be effective in improving social cognition in children with autism spectrum disorders" (1261). Through horseback riding therapy, the researchers attempted to improve functions such as communication, physical activity, balance and coordination, planning skills, vestibular processing, and proprioception; to improve these things, researchers designed structured activities, which were mounting/dismounting, exercises, riding skills, games and care activities. 

Ultimately, research showed that some, but not all, of the goals were fulfilled. The researchers found improvement in sensory integration, directed attention, social motivation, and sensory sensitivity. Similar to past studies, the presence of the animal made the children want to participate, and yielded improvement in key areas.

Over and over again I have found that animal assisted therapy has had great benefits on children with autism, no matter what the therapy session included. I thought this study was particularly interesting because it was not typical to the other studies I have read-- the animals used were much larger and required more direct activity than care or petting. Though the mode of therapy was extremely unique, it did seem like the improvements in functions using horseback riding as the means of therapy were not as high as improvements seen in the other therapy studies. 

I suggested in the last post that perhaps in the future, normal household pets, combined with training by parents, could improve the lives of autistic children on a daily basis. This study supports that suggestion because horses are much less accessible to the average family, and require quite a bit of work that most working families might not have time for, and because they are somewhat less effective in comparison to studies with more common household pets. Therefore, I will continue to believe that pets can someday change the lives autistic children.

Lounging around

Watching TV

"I'm cute and I know it!"

Sunday, March 20, 2011

The Small Great Therapist

I recently read a study called Guinea pigs--The "Small Great" Therapist for Autistic Children, or: Do Guinea Pigs Have Positive Effects on Autistic Child Social Behavior? by Lucia Krskova, Alzbeta Talarovicova and Lucia Olexova, in which the researchers aimed to gain concrete understanding of the use of small pets (specifically guinea pigs) as therapy tools for autistic children, and the effect of said therapy. They asserted that information on the use of small animals for therapy purposes is limited mainly to case studies, and they hoped to gain both qualitative and quantitative information on the topic. 

The definition of autism in this study is "a deficit in social reciprocity and communication, and an occurrence of repeated behaviors," of which social problems could be social avoidance, social indifference, and social awkwardness. They also define Animal-Assisted Therapy as "a goal-directed intervention in which an animal that meets specific criteria is an integral part of the treatment process." I wanted to share these two definitions because I find it interesting to see how definitions of these vary from study to study.

The researchers observed nine autistic children and their social behavior in a school setting. The main focuses of social interaction were tactile, verbal, and eye contact, all of which could be made to the school teacher or fellow students, the observers (who was an unfamiliar person), or the animal. They found that the guinea pig's presence influenced more contact by the autistic child. While the children were still willing to make contact with the unknown person more often during the animal's presence, it was significantly less than compared to the children's desire for contact with the animal. The children were much more likely to spend time with the animal, and preferred it over contact with the unknown person or their peers. 

While each child varied in their preferred contact, I think it is very interesting that guinea pigs could show dramatic affects at all. Earlier in the article, the authors asserted that dogs, horses and dolphins are the most frequent animals used for animal assisted therapy. The fact that a less active creature could produce these results seems monumental because this is an animal that many households could easily care for. It could also be suggested that rabbits, ferrets or cats could have a similar effect--it certainly wouldn't be hard for many autistic children to have a pet like this.

This new found information makes me wonder if the future of AAT could lead to most, if not all, autistic children having a pet that could contribute to an easier and more efficient life on a daily basis. I think it could be truly amazing if the lives of autistic children could be so greatly improved because they are able to incorporate a pet into their therapy process. I envision a program in which the children care for the pets, and the parents are trained to work on certain goals with them and the animals, even when a therapist is not present. Perhaps animals could change autism...

LAZY

"Help me out!"

How could you not love that face?



Tuesday, March 8, 2011

Getting Basic

Statistics and research are all fine and dandy, but I think it's time to take a deeper look into Animal-Assisted Therapy. There has to be more to it than just playing with dogs and caring for llamas. This week I set out to find out more about AAT on a more in depth level.

In the American Journal of Critical Care, Margo A. Halm defines Animal-Assisted Therapy in her article entitled "The Healing Power of the Human-Animal Connection"; she says that it "is an intentional healing modality" in which goals are set and achieved through the use of trained therapy animals interacting with patients. While AAT is often found in professional settings, it is also common for patients to have their own pet -- for example, elderly patients in hospice care may often have a fish to take care of. 

Even though my research focuses on the use of AAT with autistic children, this mode of therapy has many uses, and is found to be useful for a wide array of issues -- from depression, to terminal illness, to autism, and everything in between. In fact, even in 1860, before autism was even a know disability, Florence Nightingale commented on AAT, saying that "a small pet is often an excellent companion for the sick, for long chronic cases especially" (qtd. in Halm). 

The goals that are set for AAT use vary as much as the disorders it is used for. Generally, goals can be as simple as improved happiness or comfort, and even for improvement in self esteem. From there goals can become more complex, such as lowered body temperature, slowed respiratory rate, and reduced pain. In cases involving autistic individuals, goals range from improved communication, improved sensory functions, and increasing motivation in patients.

Given this information, it is safe to say that simply owning a pet does not simply mean you are being treated for some ailment, but it can improve the way you feel in general. Halm's article said that dog owners walk 400-500% more than people without dogs, and that animals improve our mood and emotions. As for myself, I know that my special little guy always helps improve my mood...

Lounging around...

I wish he would do my homework while he's sitting at that desk.

He's pretty stylish.


Saturday, March 5, 2011

Occupational therapy and... llamas?

I recently read a study conducted by Mona J. Sams, Elizabeth V. Fortney and Stan Willenbring in which autistic children were observed during occupational therapy sessions both with and without animal incorporation. Typically these sessions focus on sensory integration theory, which states that sensory deficits "interfere with the ability to attend to and respond appropriately to complex stimuli...making organized behavior difficult." Similarly, children with autism may also experience lowered levels of motivation, such that reinforcement stimuli that would be beneficial for "normal" children doesn't sway the autistic child. Occupational therapy centered around sensory integration theory focuses heavily on "child-directed sessions" in which the child is encouraged to participate in challenging (but not too challenging) activities that fit a given goal specific to the child.

Another hypothesis has also been formed called the "biophillia" hypothesis. This hypothesis, from a 1997 study by Kellert,  states that "humans have adapted to be attentive to both human and nonhuman life forms in their environment." From this hypothesis, the use of animal integration in occupational therapy has grown more popular and widely used.

Yet one of the most influential researchers in this field not only relies on data but on personal experience -- Temple Grandin is an autistic woman with a PhD who also teaches animal science says in a book she wrote that "being autistic has helped me to understand how they [animals] feel ... People often fail to observe animals." She even used her perceptions and her love of animals to even create a way to calm cows down before entering a slaughter house.

They study by Sams, Fortney and Willenbring examined 22 children in occupational therapy sessions within the school setting. Each child received the typical occupational therapy session, as well as animal-assisted sessions as well, keeping the durations of each fairly constant. These sessions attempted to incorporate sensory integration, as well as promote language use, sensory skills, and motor skills. When animals were not used in the session, tools for therapy included teeter totters, swings, stretchy play clay, mechanical toys, sensory balls, arts and crafts, puzzles, and letter magnets. 

While working with animals, children were most often caring for llamas. They would brush and feed them,  train and lead them through obstacle courses, and ride them, as well as card the wool, and load and unload them. These activities improved sensory input, and communications promoted language use. The children also spent time petting dogs and rabbits, as well as throwing a ball for the dogs.

Their research found that when animals were incorporated in occupational therapy sessions for autistic children their social interaction and their language skills were improved. Children were much more willing to participate in the activities and interact with the therapist, compared to when sessions incorporated the typical therapy practices for sensory integration. 

This study opened my eyes to some things I hadn't thought about before concerning animal assisted therapy. The first thing I realized is that animal assisted therapy doesn't always include the common house pets -- even barn animals help improve the basic functions of autistic children. At the risk of sounding naive, I had always pictured children in a therapists office simply hanging out with a dog, perhaps brushing them or playing with them, but in a more professional setting, which brings me to the second thing I found interesting and new. The use of more concrete tasks, such as feeding and training the llamas, is very interesting because it provides children with productive tasks that provide work but in a context that they find stimulating and motivating. 

Reading this study opened up my research to more possibilities and I'm excited to explore further. But until then...I'll leave you with some pictures!

Cute llama

 He loves the warmth of the drier...

 ... and the warmth of the sun.

But most of all, he loves being lazy.