Horse Behavior and Training: Perceptions and Knowledge Among U.S. Adaptive/Therapeutic Riding Instructors

<p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" class="first" dir="auto" id="d1744125e64"> <b>Abstract</b> <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e69">Activities with horses carry a high injury risk. This fact is of considerable importance in equine-assistedservices (EAS), where individuals with a variety of health conditions and disabilities work with horses.Understanding horse behavior and learning can help mitigate risks, but this knowledge remains unstudied among adaptive/therapeutic riding (AR/TR) instructors. The purpose of this study was to characterize AR/TR instructors’ knowledge of horse behavior and learning. An anonymous online survey was distributed to AR/TR instructors. Two hundred four complete responses were collected. Summary statistics were used to describe participants’ responses. Logistic regression was used to investigate potential relationships between instructors’ experience and their knowledge of horse behavior and operant conditioning. Five percent of respondents correctly identified all the behavioral profiles of horses shown in short (10-15sec) video clips. Correct answers (negative, neutral, or positive profile as it relates to the horse, its welfare, and its affective state) were determined by a panel (n = 3) of certified equine behaviorists. Twenty-two percent of respondents correctly identified all four definitions for operant conditioning (positive reinforcement, negative reinforcement, positive punishment, negative punishment). Twenty-one percent of respondents correctly identified all five short descriptions (1-2 sentences) of operant conditioning scenarios. Instructor age [odds ratio (OR): 0.98] decreased and years as an instructor increased (OR: 1.02) the odds of correctly identifying behavioral profiles (p ≤ 0.0026). Instructor age (OR: 0.99), prior EAS experience (OR: 0.98), and hours spent teaching (OR: 0.98) decreased the odds (p ≤ 0.0198) of correctly identifying operant conditioning definitions. Prior EAS (OR: 0.98) and horse (OR: 0.99) experience and hours spent teaching (OR: 0.98) decreased the odds (p ≤ 0.0246) of correctly identifying operant conditioning scenarios. AR/TR instructors demonstrated relatively low levels of knowledge in horse behavior and learning. Research-based education is needed to address these low knowledge levels. <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e71"> <b>Bios</b> <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e76"> <b>Ellen M. Rankins, PhD</b> <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e81">Dr. Rankins is a Postdoctoral Research Fellow with the Temple Grandin Equine Center at ColoradoState University where her research focuses on the human-horse interaction. She completed her Ph.D. in Endocrinology and Animal Biosciences at Rutgers, The State University of New Jersey where she worked under the guidance of Drs. Karyn Malinowski and Kenneth H. McKeever. Her research focused on the responses of horses and veterans with post-traumatic stress disorder to adaptive horsemanship lessons with an emphasis on co-regulation through the simultaneous measurement of variables in horses and humans. Dr. Rankins has been a certified therapeutic or adaptive riding instructor through the Professional Association of Therapeutic Horsemanship, International for over twelve years and this experience informs her research interests. She completed a B.S. in Animal Sciences-Equine Science at Auburn University with a research focus on the kinematics of horses in adaptive riding and an M.S. in Animal Sciences at the University of Florida with a research focus on horse behavior and temperament. <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e83"> <b>Sarah J. Reega, MS</b> <p xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" dir="auto" id="d1744125e88">Sarah is a Doctoral Candidate in Animal Sciences with the Temple Grandin Equine Center atColorado State University. She is a Graduate Research Assistant under Dr. Caiti Peters, and her research is focused on human-horse interactions in equine-assisted services. She received her Master of Science with Distinction in Equine Science at The University of Edinburgh in Scotland with a research focus on equitation science. She graduated with a B.S. in Equine Studies: Equine Science at the University of New Hampshire with a research focus on perceptions of equine welfare during unmounted equine-assisted services. While at the University of New Hampshire, Sarah was the first to receive a PATH Intl. Advanced Level Therapeutic Riding Instructor certification through a Higher Education institution. Sarah has served in various roles at PATH, Intl. since she first became certified a decade ago, and she holds multiple certifications in equine-assisted services. She is also an active competitor in both endurance and eventing, which is reflected in her research interests in both equitation science and equine-assisted services.