Effects of an Interprofessional Equine Interactive Vaulting Program on Executive Function and Group Participation in Children with Disabilities

Background: Children with developmental disabilities often face challenges in executive function, impacting emotional regulation, problem-solving, and social skill development. Due to their disabilities, these children become more isolated and have fewer opportunities for social engagement, which is crucial for successful interactions at home, in school, and in the community. Parents seek accessible social opportunities for their children but often report a lack of such services, which highlights the need for these interventions. Materials and Methods: To address this need, a 10-week interprofessional Interactive Vaulting (IV) occupational therapy program incorporating horses was implemented by an occupational therapist and IV instructor to facilitate targeted social skills in children with developmental disabilities. This quasi-experimental one-group pretest-posttest design applied the Cognitive Orientation to daily Occupational Performance model to structure interventions. Sessions were 60 minutes in length and included stationary barrel practice, horse grooming, team-building games and activities, and vaulting maneuvers on the horse. Fifteen children aged 5–13 years completed the program. Results: Statistical analysis yielded significant improvements in six areas of executive function as indicated by the Behavioral Rating Inventory-2 rated by the interacting vaulting instructor and in two areas rated by parents. Participants also showed significant improvements in group functioning, including activity participation, social interaction, and group membership, as measured by the Social Profile. Conclusion: These findings support further development and research of social skill groups developed through interprofessional collaborations that utilize horses as a tool and partner in practice.