Research indicates children with disabilities benefit from therapeutic horseback riding (TR). This study examined the impact TR had on attention behaviors of five children with various developmental disabilities in a preschool classroom. Children were observed in the classroom setting twice weekly for 10 weeks on a day they participated in TR services and on a day they did not participate in TR. Single case experiments suggested there was not a significant difference in all but one child’s sustained attention in the classroom on days children received TR services. An independent samples t-test suggested there was no significant difference in scores between riding day (M = 1.78, SD =.247) and non-riding days (M = 1.76, SD = .262); t(87) = -.481, p = .632 for the group as a whole. Further research should be conducted to determine TR’s effect on behaviors in the classroom.
|Advisor:||Parker, Julie C.|
|Commitee:||Elmore-Staton, Lori D., Wilmoth, Joe D.|
|School:||Mississippi State University|
|School Location:||United States -- Mississippi|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Individual & family studies|
|Keywords:||Classroom attention, Developmental disabilities, Preschool, Therapeutic horseback riding, Therapeutic riding|
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