PATH INTL CTRI STUDY GUIDE PRACTICE QUESTIONS

A new participant is trying on a helmet for fit. The helmet is snug, and the straps are adjusted to ensure the helmet does not tip backward or forward. What is the appropriate space between the rider's eyebrows and the helmet brim? a. 1 finger's width b. 2 fingers' width c. 3 fingers' width d. 4 fingers' width

2 fingers' width

From the picture below, what is the proper foot falls for an equine at the trot?

2, 1, 1, 2

How many safety checks must be completed throughout an EAAT mounted lesson? a. 1 - just before the riders mount b. 2 - before the riders mount and immediately after mounting c. 3 - before the riders mount, immediately after mounting and before any increased balanced challenge such as trot, trail ride or sharp turns d. 4 - before the riders mount, immediately after mounting, five minutes into the lesson and prior to dismount

3

What is the best way to evaluate a participant's posture? a. Front b. Back c. Sided. d. All angles

All Angles

Amanda, the volunteer, is leading Dan in a lesson. She is engaged in conversation with the sidewalker during the lesson. The instructor gives a direction to turn right at the letter "A" and Amanda turns Dan left despite the rider Brian's efforts to turn right. First, the instructor repeats the instruction, pairing a visual with the "turn right" direction: "Let's try again, Brian and Amanda. Turn Dan right at the letter "A" toward the blue barrel." The horse handler turns the wrong way again. Brian and Amanda are asked to come to the center of the arena with Dan. The instructor checks in with Amanda to make sure she can hear the instructions and is comfortable in her role leading the horse.As they make their way back to the rail, Dan is placed behind another horse to follow. The side conversation continues between Amanda and the sidewalker. This time the instructor points out that she is having ahard time hearing Brian during the lesson exercise, hoping to help Amanda understand the impact her conversation is having. After the lesson, the instructor discusses with Amanda and the sidewalker why it is so important to limit side conversation during the lesson. Brian has trouble paying attention and processing auditory input,so extra talking makes it difficult for him to work on the skills of the lesson. Also, for safety, the instructor conveys that volunteers have to be listening for directions. It is suggested that the volunteers plan to stay a few minutes after class to socialize while putting the horses away rather than feeling like they need to chat during the lesson. What additional training might help Amanda perform better in her volunteer role?

Amanda might benefit from learning more about specific disabilities and their learning preferences. Additionally, Amanda might be better suited to the role of sidewalker rather than horse leader

A participant is sweating, breathing rapidly and refusing to comply with directions. What is the MOST LIKELY cause of this behavior A. Attention deficit/hyperactivity disorder B. Anxiety C. Sensory processing disorder D. Bipolar disorder

Anxiety

A horse leader is taking an equine in the ring for a warm-up. The instructor notices the equine is walking behind the horse leader and is taking narrow, shortened steps. What is MOST LIKELY the issue to address? A. Abcess B. Sidebone C. Navicular Syndrom D. Arthritis

Arthritis

You have a student who is short in stature coming to ride with you at a specific time when the only available saddle is clearly going to be too big for the student. What position will they likely present? a. Anterior Position b. Balanced/Neutral Position c. Posterior Position d. Chair Seat

Chair Seat

Chris rides Duke, a 14.2 hand, wide-based horse with smooth gaits, which supports his anxiety about being up off the ground. This horse is responsive off the lead line to allow Chris to be successful when riding independently. Chris uses a western saddle to accommodate his seat size and help him to feel more secure holding his hands off the saddle to use the reins. The saddle is fitted with Devonshire boots to give Chris' feet a larger base of support. Rainbow reins attached to a sidepull provide a visual for Chris to hold his reins at an effective length. The use of a sidepull allows Chris meaningful control while keeping in mind the comfort of the horse. Blue and red tape to designate right and left reins are added as needed based on the activities of each lesson. What other equipment might be beneficial to Chris?

Chris may benefit from less physically supportive equipment (e.g., an English saddle versus a western saddle) to further engage his core muscles and challenge his balance.

Chris rode Duke in a western saddle with rainbow reins. Chris did notmeet the objective of today's lesson. He was distracted or possibly didnot understand directions and missed several turns through the cones.Next lesson: Provide a whiteboard diagram of the pattern and allowChris to walk it on foot first. To help with Chris' attention, do a two-point at the walk and/or sit the trot more during the lesson rather than just during the warm-up. Why else might Chris not have met the objective of the lesson plan?

Chris may have needed the support of a sidewalker (an additional step to the skill progression) to provide physical prompts for this skill, which encompasses an additional cognitive challenge.

Bob is a CTRI preparing the horse, Cody, for an upcoming lesson. The rider's assessment and goals indicate that the equipment required is an all-purpose English saddle fitted with safety "S" stirrups and rainbow reins attached to the halter. Before retrieving Cody from his stall, Bob sets out all of the required equipment on the saddle racks in the barn aisle near the cross ties. Once Cody is safely on the cross ties, Bob begins the grooming process, making mental note of Cody's behavior and any sensitive areas on his body. The saddle pad is placed on Cody's back first, centered over the spine and covering the withers. Next, the saddle is placed gently in the center of the saddle pad; both keepers are fastened around the billet closest to the horse's shoulder, and the pad is pulled into the pommel of the saddle to reduce pressure and create airflow. The girth is next and is attached to the first and third billets on the offside of the horse and then anchored through the girth keeper on the saddle pad. Bob moves to the nearside of Cody and fastens the girth to the first and third billets on that side, making the girth just snug enough to prevent it from shifting during the in-hand warm-up the volunteer horse leader will perform. The final step of the tacking process is to fasten the snaps on the rainbow reins to Cody's halter, making sure to knot both sides of the reins together. This decreases the length of the reins to address any catch hazard before the rider is mounted and using the reins. Bob next conducts an equipment safety check before the rider mounts and after Cody and his leader have warmed up and practiced the lesson activity in hand. What are two ways to determine if Cody's saddle is placed correctly?

Cody's saddle should be placed far enough behind his shoulder to prevent discomfort and not interfere with Cody's shoulder movement. When Bob attaches the girth to both sides of the saddle, he should be able to fit a hand's width between the girth and Cody's elbow.

Sally, a CTRI, is preparing for her 3 p.m. group lesson. She arrives at the farm by 2:15 p.m. to settle inand make herself aware of any changes with horses, volunteers or riders. As horses start to be groomed and tacked for lessons, Sally is engaging the volunteers in conversation about today's lesson plan. She isalso visually inspecting all the equipment that is being put on the horse for wear points, correct padding and saddle placement, safety stirrups attached in the appropriate direction and the right size to accommodate the matched rider's foot size. Any additional equipment the rider may need (e.g., rainbow reins or handholds) are made available. Sally also conducts a check of the riding environment, including setting up the equipment that will be used today, such as four ground poles. As the riders begin to arrive and the lessons starts, Sally utilizes a mental checklist of the following items to ensure the safest possible lesson environment: Equipment safety components that Sally will check with the rider: Fit of the helmet: » Helmet is placed two fingers' length above the rider's brow. » Helmet is snug enough that the helmet stays in place when the rider nods. » Chin strap is snug. » Ear tabs on the harness are adjusted snug to the rider's earlobes. Attire is correct: for example, long pants, close-toed shoes or boots with a heel (check your center's policy regarding footwear and stirrups), sweatshirts or jackets zipped. Mouth is empty: no candy, gum or food. Pockets are empty: no wallet, phone, keys, pens or pencils. Stirrups are even, of appropriate length and fit the participant's footwear. Risk management and safety components that Sally will check with the horse: • Soundness of both limb and mind.• Leader and horse are well matched.• Correct saddle and bridle are used for the horse and rider. • Saddle is appropriately placed, centered and not too far forward or back. • All saddle pad keepers are utilized.• Girth/Cinch is secure.• All keepers are done on bridle. • Bit is fit to the horse.• Reins are attached at the right place for the rider (on or off the bit).• Tack passes visual inspection, particularly at metal or leather wear points. Appropriate times for Sally to check the equipment safety of both the horse and rider: • Prior to mounting• Immediately after mounting during stirrup adjustment• Before speed or balance challenge. For example: » Before trot or canter work » Before circle or lunge line work » Before changing environments (e.g., from arena to trail) » Anytime the horse or rider looks uncomfortable or is behaving in an uncharacteristic manner Appropriate areas in the arena for Sally to conduct risk management and equipment safety checks: • Visually as riders are in motion• As riders cross the diagonal of the arena• When riders travel up the center line of the arena • Checks are always done in a central location so that the instructor can maintain a view of the whole group What items related to risk management and equipment safety checks are shown in Figure 4.1

Elements of an equipment safety check that are evident in Figure 4.1 are: Right stirrup leather should be tucked away into the keeper. Rider's helmet fits appropriately. Rider is using peacock safety stirrups, which are facing the correct direction. The noseband of the horse's bridle is adjusted well.

Nancy is on her way to the field to bring Smokey into the barn for his 9 a.m. lesson, which is about 30 minutes after the morning feed. She notices that Smokey has just finished rolling and is standing up. When she arrives at the gate to the field, she sees that Smokey is looking at his sides and breathing heavily. Nancy puts the halter on just in time to prevent Smokey from rolling again. Recognizing the signs of colic, she starts Smokey walking toward the barn. Nancy asks a volunteer to continue to walk Smokey around the barn, with specific instructions not to allow Smokey to roll or eat anything while she retrieves the equine first-aid kit containing the emergency numbers for the farm manager and veterinarian. Before Nancy calls the farm manager, she takes Smokey's temperature, pulse and respiration. Smokey's temperature is 100oF, which is normal; however, his pulse and respiration are elevated at 50 beats per minute and 30 breaths per minute, respectively. With this information, Nancy calls the farm manager who calls the vet to come see Smokey for colic. Identify three equine management practices that reduce the incidence of colic

Feeding high-quality forage, providing unlimited access to clean, fresh water and making any diet changes slowly will reduce the likelihood of colic in equines.

A rider with autism spectrum disorder has newly joined the class. When selecting an equine, what is typically a consideration? a. Finding a narrow- to medium-based equine to minimize stress on joints. b. Finding an equine that readily responds to neck reining and voice aids. c. Finding an equine that is larger with a smooth gate. d. Finding a non-responsive equine that is calm with movements.

Finding a non-responsive equine that is calm with movements

Goal: Chris will steer his horse independently at the walk.Objective: Riders will use direct rein to steer right and left through a three-loop serpentine two times at the walk while on lead. Teacher preparation: Four cones to mark where to cross centerline for serpentine Red and blue tape to designate right and left on reins Discussion with volunteers about how to allow maximum independence for riders while still remaining on the lead line Pre-lesson activity (to be done while other riders in the group are mounting): Riders will ask their volunteers three questions about how their week was. Warm-up: Riders will halt their horse at each of the letters of the arena. Riders will practice balancing with hands on their hips, head and then out to the side. Riders will do a two-point position at the walk. Riders will sit the trot down two long sides in each direction. Skill review: Riders will use direct rein to steer a 10-meter circle in each corner of the arena, one time in each direction. Riders will use direct rein to steer a figure eight, two times with one start to the right and one start to the left. Introduction of new skill: What: Direct Rein SteeringWhy: We want our horses to listen to us so we can ride without our horse leaders. Where: Through a three-loop serpentineHow (task analysis for direct rein steering to the right): Look right. Pull right rein to right hip. Squeeze with left leg. Horse turns right. Relax left leg. Put right hand forward, next to left hand. Look straight ahead. Practice Activity: Riders will steer the horse through the serpentine marked by the cones starting from both ends of the arena. Progression: Riders will steer the horse through the serpentine pattern with their horse handler's lead lines unclipped. Cool-down/Wrap-up: Riders will tell volunteers one thing they did well today. Riders will take feet out of the stirrups and pet the horse for one lap. Are there any other elements that could be included in a lesson plan?

Including the mounting and dismounting order of the riders in the group will increase the plan's effectiveness. For example, Chris mounts last in the group to ensure that he does not fatigue too early in the lesson.

What is hypertonia? a. Decreased muscle tone b. Increased muscle tone c. Decreased bone mass d. Increased bone mass

Increased Muscle Tone

During a lesson, the instructor observes that an equine is swishing its tail, nipping at people, and pinning its ears. These behaviors could likely indicate any of the following EXCEPT: A. Unbalanced Rider B. Incorrect Handling by Leader C. Increased Enrichment in class D. Gaving too many people in Space

Increased enrichment in class

Joe is an 11-year-old boy with the diagnosis of attention-deficit/ hyperactivity disorder (ADHD). His characteristics include difficulty processing auditory input, decreased self-esteem and low frustration tolerance, which result in use of inappropriate language and non- compliance with requests. To set Joe up for success in his lesson, he rides Vixen, a forward moving, 16.1 hand draft cross mare that is safe and cooperative for independent riders. Vixen's forward movement helps hold Joe's attention by giving him constant balance challenges. The mare's size earns Joe's respect and builds his confidence when he can ride such a large horse effectively. Joe rides in a close-contact English saddle, which encourages him to constantly engage his core to maintain his position in the saddle. He uses a regular English bridle with leather reins to give him safe control over a forward moving horse when working off the lead line. Using regular equipment also helps to bolster Joe's self-esteem; the presence of the bit in the horse's mouth also serves as a reminder of the importance of regulating his energy to be gentle with the reins attached to the bit. Joe arrives at the farm for his lesson straight from school. He and his lesson mates help the instructor set up the equipment in the arena and do a few barn chores. This allows the group to expend some extra energy through productive movement in the down time between school and the riding lesson, both of which require focus. Joe has an adult male horse handler and no sidewalkers. The man who works with Joe serves as a positive adult male role model and is often in the role of spotter (i.e., not attached to the horse with a lead line). During the lesson, several teaching techniques are in place to proactively address Joe's behavioral challenges. Trot is used earlyon in the lesson and frequently throughout to keep Joe's mind and body engaged. To promote independence, Joe spends most of the lesson off the lead line, which provides natural consequences for lack of attention and also builds his confidence. When appropriate, the instructor uses Joe as an example for the other riders in the group and also as the group leader through a pattern. To address Joe's inappropriate language, he is given three tokens at the beginning of the lesson. Each time Joe uses inappropriate language, he gives his instructor a token; once all three tokens have been used, he must dismount his horse and the lesson is concluded for the day. This technique gives him a visual way to regulate his own behavior. Another teaching technique used frequently with Joe is allowing him as much choice as possible. For example, if posting trot and steering a pattern off the lead line are part of the lesson plan, Joe may be allowed to choose which activity to do first. What other disabilities might display characteristics that are similar to Joe?

Individuals with learning disabilities, intellectual disabilities or Asperger's syndrome may require the CTRI to implement similar behavioral techniques as described in this scenario

Jane is teaching a lesson to four riders in an outdoor arena. One of the horses in the group, Mimi, is starting to look very alert and begins to flare her nostrils. The instructor notices an unfamiliar loose dog running toward the arena as Mimi starts to turn in circles and while her leader tries to hold her still. As the instructor moves toward the nervous horse, she calls for the other three horses in the lesson to halt and be headed by their leaders while the sidewalkers perform an arm over the thigh hold to secure the riders. The other three horses have continued to maintain their typically level-headed demeanor as the dog approaches. The instructor requests for the volunteer sidewalking with Mimi to do an emergency dismount; after confirming with the second sidewalker that the rider's feet are free from the stirrups, the volunteer pulls the rider's hips to his hips and turns so that his body is between the horse and the rider, as simultaneously the horse leader does her best to walk the nervous horse in a straight line away from the dismounted rider and the other riders still mounted in the group. After the dog has passed the arena, Mimi settles and the rider is able to remount. The lesson continues without further incident. After the lesson, the instructor meets with the volunteers to debrief about the emergency response and answer any questions. The staff works to identify the owner of the dog to prevent future occurrences. What other choices could the instructor have made in this scenario to address the emergency situation?

Jane could have decided to ask the side walkers to do an emergency dismount for all of the riders in the group.

Liz is leading Jasper in today's lesson. She is having a hard time keeping Jasper moving and cannot get him to trot. Liz is holding the clip of the lead line and is walking in front of the horse, turning back to look at him when he stops moving. The instructor coaches Liz to move her hand eight inches down the lead line to give Jasper freedom to move his head and neck. Liz is reminded to walk between the horse's ear and shoulder, so she is not dragging the horse in a manner that decreases the quality of Jasper's walk and makes him hollow his back under the rider. Continuing to look forward, increasing her energy by exaggerating her steps and maintaining a confident body language of shoulders back and head up are other corrections made by the instructor for Liz. The instructor gives Liz a dressage whip to hold in her left hand to use to tap Jasper's shoulder to encourage him to trot. (Please note: The horse should be desensitized to the use of the dressage whip in hand, and the leader should receive training in the use of the whip prior to use in a lesson.) After the lesson, the instructor spends a few minutes with Liz and Jasper to reinforce the corrections made during the lesson. Liz is asked to arrive 15 minutes earlier to the lesson next week to warm Jasper up prior to the rider mounting. If available, Liz should attend an additional horse handler training session outside of regularly scheduled lessons. The instructor compliments Liz's desire to continue learning and her commitment to volunteering despite the challenges with leading Jasper in the lesson. What might be the cause of Jasper's behavior during the lesson?

Jasper is reluctant to walk forward because his horse leader lacks confidence and is communicating with mixed signals.

Jill is a young adult rider with an intellectual disability and generalized low muscle tone. In order for her to meet her goals of riding independently at the walk and trot, her instructor needs to focus on improving her posture and alignment to allow her to balance safely and use her natural aids to influence the horse effectively. When addressing posture and alignment, working proximal (close to the core) to distal (far from the core) works well (Figure 4.2). Jill is riding in a posterior pelvic tilt, which is causing her upper body to slouch and legs to brace out in front of her. The instructor has several options to address this posterior pelvic tilt: Is the saddle too small for the rider? Is the horse too wide for the rider? Does Jill need a horse with more active gaits to increase her muscle tone? Will doing half seat position bring Jill's pelvis forward and increase her muscle tone through weight bearing? Will varying the movement of the horse (e.g., walk/halt transitions or trotting) increase Jill's muscle tone and awareness of her posture on the horse? If Jill's stirrups were shortened a hole, would it reduce her need to reach for the stirrups? Once Jill's pelvic alignment has been addressed, the instructor can use verbal corrections, visual demonstrations and kinesthetic exercises to further refine her position to approximate the traditional ear, shoulder, hip and heel alignment. Examples include: A volunteer sidewalker to provide physical prompting to help Jill sit up and bring her lower leg back under her hip Upper body stretches, such as shoulder roles or riding with both arms out to the side or alternatively overhead Posting and half seat position at both walk and trot Describe the characteristics of an optimum horse match?

Jill may benefit from a narrower horse, which would allow her to bring her leg under her hip more easily. Additionally, a horse with more trappy gaits will increase Jill's muscle tone, making it easier for her to maintain a neutral pelvis

For a rider struggling to grasp and shorten the reins, what would be a suitably adaptive rein choice? a. Ladder reins b. Gaming reins c. Rommel reins d. Split reins

Ladder Reins

Melissa is a 40-year-old woman who has horses of her own. She is tall and physically fit and is confident with a variety of horses. As a volunteer, Melissa is matched with Vixen, a forward moving draft cross. Vixen is a mare and has a tendency to test leaders by getting in their space. Melissa is leading Vixen for a rider who is a teenager identified as at risk who spends much of her lesson off the lead line and trotting. Chris is a 70-year-old woman who trail rode in her younger years and is volunteering because she wants to spend time with horses again. She has attended several leader trainings to continue to develop her skills because she can be a bit passive with the horses. Physically, she has a hard time with lots of fast-paced movement. Chris is paired with Geyser, who is an aged, straightforward, 13.2 hand gelding. Geyser and Chris work together with a rider with physical challenges who does limited trotting. Maura is a middle-aged special needs teacher who has some previous horse experience and has expressed an interest in working with people with special needs in a different setting. She is physically fit and 5'4" tall. Maura is matched with Vivian, who is an 8-year-old on the autism spectrum. Vivian often needs redirection and an arm-over-the-thigh hold for trotting. She rides a horse that is 14 hands and has a forward walk. Describe one other voulenteer role that Melissa, Chris, and Maura would be suitable to fill, respectively

Melissa would also be suited to lead a horse that needs a strong leader to keep a rider with significant challenges safe. Chris might be helpful as a barn assistant, making sure horses are readyon time for their lessons and well cared for after they work. Maura could work with an adult with Down syndrome who needs frequent repetition to learn riding skills.

What is the BEST strategy an instructor can use to ensure they are teaching each component of a new skill? A. State clear and detailed verbal instructions. B. Perform task analysis of the skill. C. Use knowledgeable coaches to provide prompting when needed. D. Videotape a lesson and have a peer provide feedback.

Perform Task Analysis of the skill

Why is an atlantoaxial instability test required for participants with Down syndrome? A. Physician indicates if the heart is healthy enough for activity. B. Physician indicates if vertebra spacing is safe for activity. C. Physician indicates if gastrointestinal abnormalities prevent activity. D. Physician indicates if immune disorders prevent activity

Physical indicates if vertebra spacing is safe enough for activity

A group of three riders—Sarah, Kim and Sean—is working on learning the posting trot. The various disabilities of the riders in this group are attention deficit disorder, intellectual disability and autism spectrum disorder. During the lesson, each rider benefits from the instructor using three unique learning modalities for teaching: auditory, visual and kinesthetic. The CTRI is aware that use of a variety of methods to allow the riders to practice the skill in many ways encourages mastery. Even though one technique may work for Sarah, a different technique may have to be used to support Kim and Sean to learn the same skill. The instructor has prepared for the lesson by outlining possible teaching techniques to employ for each learning modality Name two teaching techniques in each of the three learning modalities to improve the skill of direct rein steering

Riding Skill• Direct Rein Steering Auditory Techniques: Provide a task analysis for the skill. Ask the rider to "pull the rein back to your pant pocket." Visual Techniques: Watch another rider in the group utilize direct rein aids. Label one rein "right" and one rein "left." Kinesthetic Techniques: The rider receives a hand-over-hand prompt to use direct rein from a sidewalker. The rider closes eyes and feels the horse moving right and left in response to moving reins.

All of the following are considered a good, balanced position for a rider EXCEPT: a. sitting in middle of seat bones b. feet/legs under body c. arms beside ribs d. round back

Round Back

Which of the following is an appropriate aide to support a rider's foot? a. Shoelaces to hold the rider's foot in the stirrup b. Rubber bands to hold the rider's foot in the stirrup c. Velcro to hold the rider's foot in the stirrup d. Never use additional supplies to hold the rider's foot in place

Rubber Bands to hold rider's foot in place

For Sarah, Kim and Sean, learning to post the trot in rhythm is one step in their skill progression toward their shared goal of becoming independent riders at the walk and trot. All three riders started the current session of lessons being able to walk and halt their horses without the help of a horse leader. Each rider works with one sidewalker who is there to help focus attention and increase understanding of instructions within the group. Here is the progression of riding skills that Sarah, Kim and Sean are working on: Î Direct rein steering at the walk with a horse leader and a sidewalker.Î Direct rein steering at the walk with the lead line unclipped and a sidewalker.Î Direct rein steering at the walk with a spotter only.Î Direct rein steering at the walk independently.Î Sitting trot in balance with the help of the horse leader and a sidewalker.Î Two-point at the walk with the help of the horse leader and a sidewalker.Î Two-point at the trot with the help of the horse leader and a sidewalker.Î Post the trot in rhythm with the help of the horse leader and a sidewalker.Î Direct rein at the posting trot with the help of the horse leader and a sidewalker. Î Direct rein at the posting trot with the help of a horse leader.Î Direct rein at the posting trot with the lead line unclipped.Î Direct rein at the posting trot independently. Suggest a different order of skills from the progression above for the riders to become independent at the walk and trot

Sarah, Kim and Sean could learn two-point at the trot and move right to posting without learning the sitting trot. Riders could also learn the mechanics of posting at the walk and then move to posting at the trot.

All of the following responsibilities can be conducted by trained volunteers EXCEPT: a. physical warm-up of equines b. mounting and dismounting c. soundness check d. cooling off of equines

Soundness Check

An instructor is teaching a horse leader proper procedures for an emergency dismount. What does the horse leader do during this event? a. Stay with the equine. b. Stay with rider. c. Unclip from the horse. d. Tie off from the horse.

Stay with the Equine

Parent Judy drops off paperwork for her son Chris to participate in therapeutic riding lessons. The instructor ensures that the intake paperwork is complete, both in respect to PATH Intl. Standards as well as individual center protocol. It is recommended that centers require a registration and release form, a health history form, a physician's medical statement and a release of information if applicable. Chris is a 45-year-old man with Down syndrome. Individuals with Down syndrome need to be screened for atlantoaxial instability (a lax joint between the first two cervical vertebrae) by undergoing a neurological exam. Chris' physician has noted that Chris is negative for atlantoaxial instability, which permits him to ride. Other things the CTRI looks for in Chris' paperwork include: Joint stability: To take into account that individuals with Down syndrome often have low muscle tone. Weight/height: To consider the balance of the rider on top of a horse (weight-to-height ratio) and individual center policy (maximum weight limit for mounted activities). Medications: To determine if there is a certain time of day that will be better for riding based on the effects of any medication on the rider's energy level and attention. Seizure activity: If present, to determine what type of seizure and any known triggers. Other interests or fears Desired goals Method(s) of communication An initial assessment at the farm is scheduled for Chris, which could include a mounted or unmounted activity depending on center policy, instructor preference and the needs of the rider. During the assessment, Chris will be asked to do the following: Put on a riding helmet. Interact with a horse or pony. Communicate with the person doing the assessment. Follow two- to three-step directions. Separate from his parent or caregiver. Practice mount and dismount with a stationary barrel or horse. On the intake form and during the assessment, Chris and his mother identify the following goals: 1. Increased independence and confidence 2.Increased physical fitness3.An opportunity to engage with others socially After Chris and his mom leave the farm, the instructor documents the following results of the assessment for the purpose of appropriate lesson planning: Chris is appropriate to begin therapeutic riding lessons. Chris easily puts on his own helmet; size large. Chris understands short, simple directions with no more than two steps. A wide-based horse with smooth gaits is recommended. Equipment required includes a western saddle, Devonshire boots and rainbow reins. Chris is able to perform a croup mount and dismount with minimal assistance. Chris will need the support of a horse leader and one sidewalker. The CTRI determines the following riding skill goals for Chris, taking into consideration the goals he and his mother identified as well: 1. Chris will steer the horse independently at the walk.2. Chris will hold the half seat position for a full lap of the arena. 3. Chris will keep safe spacing in a group lesson. (Note the alignment of the CTRI's goals for Chris with parent/rider- identified goals.) How do the goals described by Chris and his mom align with the goals set by the CTRI?

The following goals have been set by the CTRI after completing the intake and assessment process: Chris will steer the horse independently at the walk. > Increases confidence and independence Chris will hold the half seat position for a full lap of the arena. > Increases physical fitness Chris will keep safe spacing in a group lesson. > Provides opportunity to engage with others socially

An instructor and equine manager are searching for an equine to carry adult riders. They are considering a 16-hand draft cross mare who is 20 years old. She has been an event horse and is retiring from that career due to a tendon injury in her right front leg. The injuryhas been rehabbed and the horse is back to work doing light trail riding. When evaluating the mare's conformation, the instructor notes that the horse has three balanced parts (neck and shoulder, back and barrel, hindquarters) and a wide spring of ribs. Her hind legs are placed close together and she is cow hocked, which is typical of most work horse breeds. She has windpuffs on both hind legs, likely due to her conformation in relation to jumping. The mare's front legs are square under her chest and straight. Her feet are of good quality and she is only shod up front; however, she is clubfooted on the right, which may have caused her tendon injury. All three gaits are smooth with obedient transitions. She is easy to lead and has a kind, interactive personality. The instructor and equine manager decided not to accept this mare into the program. Her previous tendon injury paired with her clubfoot on the right side affected the evenness of her gaits and would put her at risk for re-injury when being asked to carry larger, unbalanced riders. What are the reasons this equine mare would have been a good fit for a therapeutic riding program?

The mare described has three balanced parts with a wide spring of her rib, which is indicative of a strong back. Additionally, at 16 hands this mare is not too tall for use of sidewalkers should they be required for those riding her.

CTRI Mike is teaching a lesson to two riders in an outdoor arena. Keeping safe spacing between the horses being ridden in the lesson is essential for safety. Mike identifies the most forward moving horse and the slowest moving horse in the group. The horses are organized according to declining order of speed,with two horse lengths after one another. In this configuration, Mike can keep the riders in his visual field and minimize the amount of time taken to readjust spacing of the horses. When switching directions, the horses and riders are asked to cross the diagonal rather than complete half circles to change direction, which preserves the horse speed order. During the lesson, Mike supports his riders by giving verbal cues to fellow riders regarding spacing and changes of direction to encourage the learning of appropriate riding arena etiquette. Referring to figure 5.1 what riding skills can be incorporated when teaching safe arena etiquette as illustrated by the scenario above?

The rider in the back might utilize an alternating leg aid to encourage her horse to walk with an extended gait to stay within two horse lengths of the lead rider. How to use a half halt could be taught to the rider in the front to slow her horse's pace to stay in proximity to the other rider in the group.

When teaching a volunteer to support a rider, all of the following are appropriate supports EXCEPT: a. thigh hold b. ankle hold c. thigh and ankle hold d. thigh and hip hold

Thigh and Hip hold

Dudley, a 16-year-old quarter horse, has arrived in the arena a few minutes before his assigned lesson with his horse leader, Maggie.As the instructor is completing the set-up of arena equipment, she observes as Maggie warms Dudley up at walk and trot in hand.Dudley appears to be stiffer than usual in the hind end at the trot.The instructor coaches Maggie to walk and trot Dudley more forward, which will allow him to loosen up before his rider mounts. The lesson plan for the day includes four trot poles. However, based on how Dudley is presenting in his warm-up, the instructor modifies her set-up to reduce the demands on the horse's hind end. After the lesson, the instructor shares her observations of Dudley's stiffness with the barn manager for further evaluation. What are two other choices that the instructor could have made regarding Dudley's Stiffness?

Two other options for managing Dudley's stiffness are removing him from the lesson or allowing more time for warm-up before mounting.

Sarah, Kim and Sean are continuing to practice Posting the trot. The skill was introduced in the lesson with the following components: What: Posting the trotWhy: Posting the trot is more comfortable for both the rider and the horse. Where: Down both long sides of the arenaHow/Task Analysis: Eyes forward Shoulders over hips Heels down Hands on reins above the pommel of the saddle Stand up Sit down Continue to stand and sit in a 1-2 rhythm For the riders to progress in their skill development, the instructor must provide postural corrections during the lesson. Postural corrections are most effective when they include a "why" explanation. "Sarah, continue to look forward while you post; it will help with your balance." "Kim, sit gently in the saddle so your horse is comfortable when you trot." "Sean, bend your elbows to help you keep your hands off the saddle." "Riders, keep your heel under your hip when you rise out of the saddle to keep you balanced more easily." "Riders, bring your shoulders back when you stand up, so it is easier to get out of the saddle." The instructor makes sure the riders know what is going well in the lesson by using specific praise, which is important to build their confidence in and mastery of the skill. "Riders, I like how you are keeping safe spacing between your horses while we are trotting together." "Kim, I like how you are keeping your posting rhythm all the way down the long side of the arena." "Sean, nice work keeping your hands off the saddle." "Sarah, you are sitting up so tall when you post!""Riders, thank you for sitting so gently on your horse's back." What are the What, How, and Why components to develop the skill of walk/halt transitions?

What = Walk/Halt Transition How = Eyes up Sit tall Say "whoa" Pull reins back to hips Horse stops Move hands and reins forward Why = Riders can stop their horses if they get too close to one another.

While warming up an equine at the trot, the instructor observes the horse's head pop up and then drop down dramatically and uncharacteristically and with the rhythm of the trot. What is happening? A. When a lame foot strikes the ground, the horse's head pops up. When a sound foot strikes the ground, the horses head drops. B. When a sound foot strikes the ground, the horses head pops up. When a lame foot strikes the ground, the horses head drops C. When a horse has an energetic trot, the head movement is much more pronounced. D. When a horse has an energetic trot, the horses head will drop when the rider's outside leg is too far behind the girth

When a lame foot strikes the ground, the horse's head pops up. When a sound foot strikes the ground, the horses head drops

While preparing a horse that has been in a therapeutic riding program for many years, the instructor observes that the animal's bursa and deep digital flexor tendon areas are inflamed. The horse does not shoe any signs of lameness. What is MOST LIKELY the cause? A. Carpitis B. Capped Elbow C. Dorsal metacarpal disease D. Windpuffs

Windpuffs

What is cerebral palsy?

a motor disability resulting from brain damage that occurred before, duringor shortly after birth. This brain damage results in atypical muscle tone. Unusually high muscle tone is called hypertonia or spasticity, while unusually low muscle tone is called hypotonia. Different parts of the body may be affected by CP, depending on the location and extent of the brain damage. Hemiplegic CP impacts primarily one side of the body, diplegic CP involves the legs more than the arms, and quadriplegic CP impacts all four limbs. The trunk is involved to some extent in all forms of CP.

Molly is a 13-year-old girl with cerebral palsy. She is a typical pre-teen in many ways, including a strong desire to be independent and not be "different" from her peers. She has been riding for two years, and as she gets older and taller, she has started to have difficulty mounting and dismounting. Until recently, Molly has been mounting over the croup from a mounting block with her foot in the stirrup, and then dismounting over the croup of her horse to the ground. During both the mount and dismount, her muscle tone increases significantly, and she and the instructor have great difficulty getting her right leg over the horse. To honor Molly's desire to be independent and "normal," a minor modification was made to her mount.By using a mounting block with a higher platform, Molly simply swings her right leg over the croup of the horse without putting her foot in the stirrup and with minimal assistance from the instructor. The larger, stable surface area (top of mounting block versus the stirrup iron) gives Molly the balance she needs and does not increase her muscle tone, making the mount much more successful. With some convincing, Molly transitions to doing a crest dismount to the ground to the off side of the horse, allowing her to complete the larger movement with her left (stronger) leg. Her reduced range of motion in her right upper extremity limits her ability to be independent with this dismount. Molly rides in an integrated group of peers. All the riders in the group have been taught how to dismount over the crest of the horse, creating a "new normal" to support Molly's adaptations. Equipment choices for Molly are another key component to her independence. She rides in an all-purpose English saddle to accommodate the width of her horse and also because this type of saddle does not have a horn or significant knee roles, which would pose a logistical and safety concern for mounting. Due to Molly's increased muscle tone and some contracture on her right side, holding traditional reins effectively to allow for work at trot and canter independently is not possible. A set of loop reins that have a larger diameter and rubber grips allows Molly to manage her reins well. Molly uses her stirrups for balance and to help her complete gross motor tasks, such as posting diagonal in trot. Her tight heel cords cause her toes to be lower than her heel most of the time, which results in her foot being positioned too far in the stirrup iron. Elastic bands are in a figure eight around her foot and the stirrup to allow her to keep the stirrup on the ball of her foot, with the rubber band being narrow enough that it would pop loose in the event of an emergency Describe an appropriate horse match for Molly

benefit from a horse with a narrow build and smooth gait to accommodate her high muscle tone and resulting reduced range of motion. A horse that is obedient without the assistance of a volunteer horse handler will maximize Molly's ability to achieve independence.

Richard is a 10-year-old rider with autism who is riding Jack, a 17-year-old Haflinger gelding. Richard is very excited to trot, which causes him to bounce on Jack's back during transition to the trot. The instructor observes that Jack is nipping at his horse leader. The horse handler moves his hand up to hold Jack's halter as a defensive response to the nipping behavior. The instructor identifies three corrections that need to be made to address Jack's biting behavior and the safety of the horse handler based on her observations. First, the instructor gives the rider a verbal correction to let Richard know that his bouncing is making his horse uncomfortable. Additionally, the instructor has Richard trot in half-seat position to increase the weight bearing input he is getting andto reduce the impact of his self-stimulation behaviors on the horse. Once the rider's behavior has been addressed, the instructor coaches the horse handler to move his hand further down the lead line to give Jack more space to balance. This allows Jack to feel less trapped and therefore less stressed in the lesson. After the lesson, the instructor discusses Jack's behavior with the rest of the instructional team and horse care staff. The group works to ensure that Jack has more opportunity for some trail riding fun with skilled riders to maintain his mental and physical well-being as a therapeutic riding mount as well as to further develop his topline muscles. Identify at least one other reason Jack could be displaying mouthy behavior

benefit from a variety of interventions to prevent burnout: exercise by a skilled rider outside of the arena, an evaluation of equipment fit, chiropractic/acupuncture/massage treatment, a week off from therapeutic riding lessons.

John is 5 years old and has sensory processing disorder. His characteristics include tactile defensiveness, difficulty sitting still and sensitivity to loud or unpredictable noises. When John first came to the farm, he was unable to tolerate the riding helmet; his parents and instructor have worked together to find a very thin hat to wear under his helmet. John owns his own helmet, which he puts on in the car before entering the farm to ease the transition. He rides in gloves year-round to reduce contact with horse hair and equipment. John does best in the indoor arena or out on the trails where thereis less noise and, in the case of the trail, more natural sensory stimulation. To help John focus and address his challenges with sitting still, he rides a forward moving horse with a concussive trot and narrow base to challenge his balance. A bareback pad is used to keep John as challenged and close to the movement of the horse as possible. Given John's horse and equipment choices, two sidewalkers (and a horse leader) are assigned to John to provide spotting for safety. One sidewalker is designated as the "talking" volunteer to reduce the auditory input John receives. Both sidewalkers do not touch John unless it is a requirement for safety. The beginning of John's lesson provides him with uninterrupted movement of the horse to prepare him to focus during the skillwork portion of the lesson. The instructor has noticed that whenJohn appears fidgety, continuing or increasing intensity of the horse's movement helps him re-engage in his lesson. During the lesson, when John becomes distracted or upset, these increased opportunities for movement are repeated to give him a sensory break before asking him to work on the next task planned for the lesson. Describe two additional activities that would help John's Focus

benefit from abrupt walk/halt transitions and lengthening and shortening of the horse's gait at the walk and trot.

What are the 3 types of ADHD

predominantly inattentive, predominantly hyperactive-impulsive, combined