Therapeutic Programs for Children With Autism in K-12 Institutions Essay

Introduction

Autism Spectrum Disorder (ASD) is a collection of developmental disorders that can cause substantial social, communicative, and behavioral difficulties. ASD patients frequently struggle with social interaction and engagement, as well as confined or repetitive habits or hobbies. Unfortunately, a lack of social skills may have long-term consequences for children with ASD, compromising community interactions, academic success, and overall well-being. As a result, evidence-based treatment strategies for children with ASD are needed. In the paper, the gaps in the research of effective treatments for children with ASD are explored, after which the efficacy of a multi-system aquatic therapy and standardized equine-assisted therapy (EAT) program is argued.

Discussion

First, researchers studying autism are still debating how to best create healthy interpersonal relationships for autistic individuals. Children and adolescents have benefited from therapeutic conferences that provide ongoing operations to support their ability to be involved in active social connections. Additionally, little is known about the strategies K-12 institutions adopt to offer more advancement opportunities (Layden et al., 2021). Furthermore, a diagnosis of autism is challenging due to the lack of screening tests and the scarcity of treatment options. Thus, there is a gap in knowledge about the application of such programs in institutions to improve the social and intellectual well-being of children with autism.

Nevertheless, despite the existing gap in the research, various treatment programs are present, including but not limited to multi-system aquatic therapy and structured equine-assisted therapy (EAT) programs, to support interpersonal relationships in children with ASD. Specifically, Aquatic therapeutic methods with multiple systems provide children with autism with better rehabilitative approaches. According to Caputo et al. (2018), Aquatic treatment enhances motor abilities in individuals with autism disorder, albeit its usefulness in addressing real-world issues has yet to be established. The source’s findings are corroborated by more recent research by Güeita-Rodríguez et al. (2022), which demonstrated a sense of “normalcy” and the consequences of AT in connection to post-intensive nursing disorder for children with ASD. Caputo et al. (2018) used a multi-system aquatic therapy program with three phases executed throughout a ten-month program for the investigation. The study’s findings revealed appreciable gains in emotional reaction, change adaptability, appropriate coping controls, and exercise levels. The authors’ demonstration of the aquatic therapeutic program’s effectiveness on various cognitive and occupational problems for children with ASD makes the material pertinent to the primary focus of this research.

Moreover, children with ASD benefit from a structured EAT program that enhances their executive functioning. According to Contalbrigo et al. (2021), aerobic exercise with emotional or cognitive impulses improved executive functioning in children with ASD. The study employed a total of 38 children aged 6–12 as participants. As a control, apart from using 19 children with an ASD diagnosis, the study included 19 other typically developing (TD) children. The individuals who worked on the farm had horses (19), and horse riding was a part of the therapeutic activities. The study’s findings suggested a minor influence on motor skills or growth in their social interaction in groups participating in the EAT program.

Notably, when the EAT program’s research exercise was terminated, executive functioning in children with ASD improved significantly. Similarly, the same conclusion was derived from research conducted by Gilboa and Helmer (2020). The strength of the article by Contalbrigo et al. (2021) is established in it being a primary source that addressed the implications of the EAT program on individuals with ASD. Consequently, the appraisal of the program’s impacts on children’s executive abilities through the use of problem-solving functions aptly predicts its findings. However, the sampling size of thirty-eight participants was a limitation of the study. Despite the shortcomings, the source is relevant to this research topic for being a peer-reviewed article.

Finally, evidence suggests that the EAT programs can improve the emotional intelligence of children with ASD. As such, Pinho (2022) interviewed parents of children engaging in EAT, as well as teachers who were provided EAT, were asked to report their experiences. Questions were used to investigate how parents and instructors regarded the impact and significance of EAT on the emotional and psychological health of clients at three Connecticut therapeutic equestrian organizations. The multiple case study’s target audience comprised EAT trainers and families of children with social or emotional deficiencies (including ASD) who engage in EAT in Connecticut. As a result, Pinho (2022) found that participants’ social and emotional abilities were positively affected. Therefore, it could be argued that EAT might enhance the emotional intelligence of children with ASD, although further evidence is needed since the mentioned research has a limited sample.

Conclusion

In conclusion, and as a result of outlining different therapy programs for autistic children, the sources described above are essential for the current research’s central subject. For instance, conventional horse-aided and multi-system aquatic therapy are examples of the therapeutic approaches described in the chosen sources, which are essential for this analysis. Accordingly, the materials used in the article provided in-depth information about autistic children and their therapeutic interventions. As such, the materials offered sufficient evidence to argue that multi-system aquatic therapy and EAT improve the well-being of children with ASD by enhancing their cognitive, social, and emotional skills.

References

Caputo, G., Ippolito, G., Mazzotta, M., Sentenza, L., Muzio, M. R., Salzano, S., & Conson, M. (2018). Effectiveness of a multisystem aquatic therapy for children with autism spectrum disorders.Journal of Autism and Developmental Disorders, 48(6), 1945-1956.

Contalbrigo, L., Borgi, M., De Santis, M., Collacchi, B., Tuozzi, A., Toson, M., Redaelli, V., Odore, R., Vercelli, C., Stefani, A., Luzi, F., Valle, E., & Cirulli, F. (2021). Equine-assisted interventions (EAIs) for children with autism spectrum disorders (ASD): Behavioural and physiological indices of stress in domestic horses (Equus caballus) during riding sessions.Animals, 11(6), 1-14.

Gilboa, Y., & Helmer, A. (2020). Self-management intervention for attention and executive functions using equine-assisted occupational therapy among children aged 6–14 diagnosed with attention deficit/hyperactivity disorder.The Journal of Alternative and Complementary Medicine, 26(3), 239-246.

Güeita-Rodríguez, J., Gil-Montoro, N., Cabo-Ríos, B., Alonso-Fraile, M., Pérez-Corrales, J., & Palacios-Ceña, D. (2022). Impressions of aquatic therapy treatment in children with prolonged mechanical ventilation–clinician and family perspectives: A qualitative case study. Disability and Rehabilitation, 44(8), 1284-1293.

Layden, S. J., Anderson, A., & Hayden, K. E. (2021). Are librarians prepared to serve students with autism spectrum disorder? A content analysis of graduate programs.Focus on Autism and Other Developmental Disabilities, 36(3), 156-164.

Pinho, K. (2020b). The influence of equine-assisted interventions: A case study.American College of Education.