CTRI Study Guide

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.

**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.

Equine TPR normals

- 99-101 - 28-44 beats - 10-24 breaths

What are the 9 points of saddle fit?

- Balance - Wither clearance - Gullet width - Panel contact - Billet alignment - Saddle length - Saddle straightness - Tree angle - Tree width

What are some characteristics of those with an intellectual disabilities?

- Decreased skills in the areas of problem solving, memory and reasoning - Difficulty with self-care or other types of daily life skills - Speech or language disorder - Decreased awareness of danger - Anxiety or depression - Behavior problems - Decreased muscle tone - Decreased trunk strength - Incoordination

What are the four core naccines?

- Easter/Western Encephalomyelitis - Rabies - Tetanus - West Nile

What are some of the characteristics of Autism Spectrum Disorder?

- Limited eye contact - Difficulty with change - Self-stimulatory behaviors or self-injury - Literal, black-and-white thinking - Echolalia (repeating words or phrases with minimal understanding) - Hyperlexia (reading aloud fluently with limited comprehension) - Behavior problems - Difficulty managing emotions - Seizures - Low muscle tone and difficulty with motor coordination - Speech disorder

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 volunteer 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.

When the participants preform a positive behavior, what can sidewalkers do, if safe with instructor?

- Offering praise - Releasing a hold - Offering an object of interest (e.g., a favorite fidgit toy) - Giving a token

What are common teaching techniques for those with attention challenges?

- Select horse with active movement - tasks that challenge riders balance - promote independence - use several short activities

What are a few exercises to help develop the horses top-line?

- Transitions with forward movement to encourage balance, and impulsion - Lateral movements like leg yields to drive the horse forward and sideways - Bending/circles - Walking up hills - Body stretches (belly lift, carrot stretch, back stretch)

What are some of the characteristics of sensory processing disorder?

- Unexpected responses to touch, movement, particular textures, sounds or smells - Gravitational insecurity (extreme response to having feet off of the ground) - Self-stimulatory behavior - Decreased muscle tone - Hyperactivity or very low activity level - Motor incoordination or difficulties with motor planning - Difficulty managing emotions

What are the five "W" questions in riding?

- What - Why - Who - Where - Which

What are common teaching techniques for those with high muscle tone?

- allow for longer warmup - select mounting/dismounting techniques that do NOT increase tone - consider a narrower horse if riders ability to maintain a proper riding position is a concern - select a horse with a smooth gate

When viewing the horse from the side, we should be looking for the horses....

- balance and symmetry - length and thickness of the neck - length and lie of top line - length of bones in the legs - depth of body - joint angles - correctness of legs

What are examples of an unsoundness?

- bowed tendon - bone spavin - contracted heels - founder - fistula - navicular - quarter check - ringbone - stifled

What are examples of blemishes?

- buck knee - bog spavin - capped hock - capped elbow - proud flesh - sarcoid - thoroughpin - warts - windpuffs

What are common teaching techniques for those with low muscle tone?

- consider a wide-base horse with concussive gaits - utilize change of pace both within and between gaits - incorporate weight-bearing activities - select equipment that provides additional support (western saddle)

What are common teaching techniques for those with communication challenges?

- coordinate with family/speech pathologist - develop consistent system of communicating - establish clear communication first - understand that negative behaviors are a sign of frustration with communication

How to deliver effective praise...

- deliver contingently - name specific praises - show spontaneity and follow through - provides information about the rider's progress - orients the rider towards a better appreciation of their own task related behavior and problem solving

How NOT to deliver praise...

- don't deliver randomly/unsystematically - don't reward for mere participation - don't compare riders to other riders - don't encourage the rider to expend effort on the task for external reasons ( to please parents, etc.)

When the participants preforms a negative behavior, what can sidewalkers do to help?

- firm verbal correction - arm over thigh hold - hand over hand hold

What are common teaching techniques for those who have sensory sensitivity?

- give sensory input before requiring attention to the task - utilize a variety of riding environments - select equipment that places the rider as close to the movement of the horse as possible - pair rider with a forward moving horse - make the trot a frequent component of lesson plans

What are common teaching techniques for those with delayed processing?

- give time - pre-teach skill before mounting - use repetition - teach to all learning preferences

When viewing a horse from the rear, we should be looking for the horses...

- muscle definition - correctness of legs - depth of body - symmetry

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?

- removing him from the lesson - allowing more time for warm-up before mounting

When viewing the horses "way of going" we should watching for....

- unsoundness - way of going - footfall patterns - freedom of movement & bend - frame

When viewing a horse from the front, we should be looking for the horses...

- width of chest - correctness of legs - spring of rib - head - depth of body - symmetry

What are the steps to ensuring equine wellness?

-Allow for breaks based on the equine's age, fitness level, temperament and workload. - Thoughtfully and purposefully select equine partners for participants for lessons and activities. - Build relationships by pairing an equine with a specific instructor or volunteer for personalized attention and veterinary recommendations specific to that horse. - Tailor a workload appropriate for the equine in accordance with PATH Intl. standards. - Monitor stressors within the program and herd. - Promote a consistent routine for each equine. - Develop and execute personalized, consistent fitness programs for each equine. - Nurture overall equine well-being by monitoring nutrition and health.

When shaping your riders goals, what components need to be kept in mind?

1. Past experience and achievement of the rider 2. The rider's current level of performance based on instructor assessment 3. Rider's input and preferences 4. Possibility and practicality of the chosen goal 5. Priority needs (e.g., needing to know how to hold the reins before learning to turn) 6. Amount of time that will be devoted to the goal 7. Instruction related to the goal

What are the 3 types of attention deficit/ hyperactivity disorder?

1. Primarily inattentive type, in which the individual has difficulty maintaining focus. Participants may appear to be frequently daydreaming or thinking about things other than what they are doing at the time. A participant may miss directions or seem to forget things. This type of ADHD was previously known as attention deficit disorder (ADD). 2. Primarily hyperactive-impulsive type. An individual with this type of ADHD maybe constantly moving and may make impulsive choices without thinking about the consequences. They may seem impatient, be easily frustrated or frequently interrupt others. 3. Mixed type, characterized by inattention, hyperactivity and impulsivity.

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.

On lead with riders controlling horse as much as possible:

As riders progress, the leader should allow them to practice the skills being taught to them. This may require allowing riders to make mistakes. This is fine as long as the safety of everyone is maintained. Riders may be off lead for the walk and steering practice, but on lead for trot work and trail.

What is the correct position for horse-leaders while leading during a lesson?

Body should be positioned by horses throat latch 6-8 inches from the horses head with extra lead line folded in hand

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 not meet the objective of today's lesson. He was distracted or possibly did not 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?

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, centeredover 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. 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.

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 thebarn, with specific instructions not to allow Smokey to roll or eatanything while she retrieves the equine first-aid kit containing theemergency numbers for the farm manager and veterinarian. BeforeNancy calls the farm manager, she takes Smokey's temperature, pulseand 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 3 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.

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 that Jack could be displaying mouthy behavior.

Jack would 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.

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 sidewalkers 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 in 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 (closeto 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? Describe the characteristics of an optimum horse match for Jill.

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

What are ways for the instructor to manage frustration or low self esteem?

Provide appropriate challenge. • Create success. • Listen carefully. • Teach problem-solving techniques.

What does SMART stand for in smart goals?

Specific, Measurable, Attainable, Realistic, Timely

Off lead with the leader spotting from an instructor-designated point in arena:

Staying on the inside of the arena (but never between the horse and the wall), continue to have awareness of the horse's behavior and rider position. Bring any concerns to the instructor's attention. As a spotter you may be asked to assist other riders in class who are in close proximity.

Define balanced seat:

That position of the mounted rider that requires the minimum of muscular effort to remain in the saddle and that interferes least with the horse's movement and equilibrium.

Off lead with rider controlling the horse:

The leader should remain in the correct leading position while the rider is off lead, which allows riders to make safe mistakes. Watch for safe spacing between horses, obstacles, etc. If the horse gets too quick with the rider off lead, do not chase the horse. Reinforce directions to the rider, such as "sit tall, pull back, say whoa.

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 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.

What is the bight of the reins?

The part of the reins passing between thumb and fingers and out the top of the hand.

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. What riding skills can be incorporated when teaching safe arena etiquette?

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.

Counter weight hold:

The sidewalker holds weight in offside stirrup useful for rider mounting to keep saddle centered

Heel or Ankle Hold:

The sidewalker places hand with all five fingers together on the inside of the rider's ankle. This position allows the sidewalker to help gently draw the rider's heel forward, back, down, or away from horse's side without manipulating joints. This hold helps to keep the rider in analigned position in order to benefit from the horse's movement as well as to prevent the rider from giving the horse incorrect cues useful for when rider is learning to trot and has poor leg position/ alignment or when the horse is displaying signs of discomfort due to the riders leg

Arm Over Thigh hold

The sidewalker places the arm closest to the rider over the rider's thigh and grasps the front edge of the saddle useful when the rider has one or more of the following: poor sitting balance, erratic movement or behavior, a medical emergency or the horse is trotting or demonstrating fear response

Sidewalk - no hold:

The sidewalker walks beside the rider (lined up with the rider's shoulder) and is prepared for assisting when and if indicated by the instructor. Useful when rider is in a balanced position and needs only verbal/visual prompting

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.

a. stay with the equine

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.

When is it useful for sidewalkers to use truncated language?

when the rider has a short attention span or needs additional time to process.

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

a. ladder reins

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 horse's head drops. b. When a sound foot strikes the ground, the horse's head pops up. When a lame foot strikes the ground, the horse's 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 horse's head will drop when the rider's outside leg is too far behind the girth.

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

Identify which goal below is written in SMART format: a. Within six weeks, Adam will demonstrate looking in the direction of movement for 15 minutes of lesson, as tracked by the instructor and sidewalker. b. Within six weeks, Patrick will understand how to say "whoa" and pull back on reins, eight out of 10 attempts. c. By the end of the spring and fall session, Melissa will tack her horse without assistance, building accuracy in process and using a task analysis checklist. d. By the end of the spring and fall session, Linda will comply with all directions from the instructor, with 100% compliance.

a. Within six weeks, Adam will demonstrate looking in the direction of movement for 15 minutes of lesson, as tracked by the instructor and sidewalker.

Bits and bridles communicate with equines by utilizing pressure points. All of the following are bit/bridle pressure points EXCEPT: a. cheek b. nose c. roof of mouth d. poll

a. cheek

Why is it important for the horse to have a well maintained top-line?

an equine with a well-maintained topline can better manage the demands of carrying unbalanced riders, age more gracefully and potentially have a longer ability to stay active in an EAAT program

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

b. 2 fingers' width

From the picture below, what is the proper footfall for an equine at the trot? a. 2, 4 1, 3 b. 2, 1 1, 2 c. 2, 3 1, 2 d. 3, 4 1, 2

b. 2, 1 1, 2

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

b. Rubber bands to hold the rider's foot in the stirrup

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

b. anxiety

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

b. increased muscle tone

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.

b. 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.

b. physician indicates if vertebra spacing is safe for activity

Which example below depicts specific praise? a. "Perfect, do that again!" b. "Excellent job, Jim!" c. "Riders, great job stopping your horses!" d. "Riders, try backing up once more!"

c. "Riders, great job stopping your horses!"

How many fingers should fit between the gullet of the saddle and the equine's withers? a. 0 b. 1 to 2 c. 2 to 3 d. 3 to 4

c. 2 to 3

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

c. 3 - before the riders mount, immediately after mounting and before any increased balanced challenge such as trot, trail ride or sharp turns

During a lesson, the instructor observes that an equine is swishing the 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. having too many people in space.

c. increased enrichment in class

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.

d. Finding a non-responsive equine that is calm with movements.

During an initial evaluation, a participant refuses to keep a helmet on for an extended amount of time. What is the instructor's next BEST step? a. Have the participant put on a hoodie to line the inside of the helmet. b. Anticipate that the participant will wear the helmet for their first real lesson. c. Provide the names of local therapists who can provide desensitization therapy for a small fee. d. Suggest the participant wear a snug hat throughout the day to become accustomed to the feel.

d. Suggest the participant wear a snug hat throughout the day to become accustomed to the feel.

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

d. all angles

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. Abscess b. Sidebone c. Navicular syndrome d. Arthritis

d. arthritis

When teaching a new volunteer about proper rider position, the instructor describes how good posture supports participants to have all the following EXCEPT: a. improved balance b. minimized effort c. ability to breathe d. decreased spasticity

d. decreased spasticity

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

d. round back

Which of the following is only found on Western saddles? a. Pommel b. Cantle c. Skirt d. Swell

d. swell

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

d. thigh and hip hold

Which type of tack is MOST supportive to riders? a. Dressage saddle b. Close-contact saddle c. Australian saddle d. Western saddle

d. western saddle

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 flexor tendon areas are inflamed. The horse does not show any signs of lameness. What is MOST LIKELY thecause? a. Carpitis b. Capped elbow c. Dorsal metacarpal disease d. Windpuffs

d. windpuffs

When is it useful for sidewalkers to use demonstration or miming?

some riders learn best visually through demonstration or miming techniques used by the sidewalker so use when rider is having difficulty hearing or understanding

As a CTRI, what must they be effective in?

the ability to problem solve in the moment and identify which teaching techniques that would work best for each rider

On lead with the leader controlling the horse:

used for riders who are unable to independently control the horse due to physical or cognitive challenges

When is it useful for sidewalkers to repeat instructions to participant?

when the rider has trouble hearing the instructor, has trouble focusing or needs additional processing time.

When is it useful for sidewalkers to use positive reinforcement?

when the rider makes an effort or an attempt. Additionally, letting the horse leader know that the rider attempted a task will help reinforce that attempt.

When is hand-over-hand prompting useful?

when the rider needs assistance to use their reins to communicate with the horse

What are ways for the instructor to manage emotional stability?

• Anticipate mood changes and re-direct. • Provide a quiet place for self-calming.

What are some characteristics of those with Down Syndrome?

• Atlantoaxial instability • Behavior problems • Depression • Heart defects • Hearing loss • Intellectual disability • Low muscle tone • Microcephaly (very small head size) • Obesity • Sensory processing difficulties • Speech and language disorders

What are ways for the instructor to manage aggressive/ abusive behavior?

• Be proactive by setting ground rulesand making sure the rider, parent and/ or caretaker clearly understand the consequences of inappropriate behavior. • Follow through with consequences without becoming emotional (i.e., be firm without displaying anger). • If the rider is intentionally abusive to the horse, end the mounted part of the lesson immediately. • Teach empathy for the horse.

What are ways for the instructor to manage poor social skills?

• Encourage appropriate interaction with others. • Model proper social behavior (e.g., greetings with eye contact, use of names and shaking hands).

What are ways for the instructor to manage impulsivity?

• Maintain close supervision at all times. • Review safety measures when working with horses. • Train volunteers appropriately. • Choose an appropriate, tolerant horse. • Increase lesson structure with clear expectations and a faster pace of activities.

What are ways for the instructor to manage manipulative or negative attention seeking behavior?

• Offer controlled choices (e.g., "Would you like to sit the trot or post the trot first?"). • Allow independent riding when possible so that the horse may provide immediate cause-effect learning.

What are ways for instructors to manage sexually inappropriate behavior?

• Set limits. • Address inappropriate behavior calmly, noting that attention-seeking behavior can benefit from being ignored. • Teach a socially acceptable variation of the behavior or language (i.e., behavior that is not appropriate in the lesson setting might be acceptable under other circumstances).

What are ways for instructors to manage withdrawn behavior?

• Use the same horse and volunteers each week to build relationships and confidence. • Encourage development of the horse- human bond.