"I learned a lot more about hippotherapy and its interventions. We don't talk about it much in class, so it was nice to see and experience. It was amazing to me to see the difference of engagement between when Lex was doing activities in the room with her mom near, and when she was on the horse. I liked that this simulation showed the research and why this is important. This shows how important it is to continuously keep up with the new research and know the reason why you are doing an intervention and how it can help your patient. I am definitely feeling more confident in my note taking and documentation skills. I still need to work on abbreviations and knowing the correct terms at times. However, this helped me realize I am getting better at it."--OTD Student
"I learned throughout this course it is important to always be safe and use contact guards while working with pediatric clients. Additionally, I learned with hippotherapy, many different areas of focus can help improve a client's occupational performance such as self-care, ADLS, sensory integration, postural stability, mobility, education, and motor skills. In hippotherapy, creating exciting and fun activities for the client to do while on the horse and before/after the horse will engage the client and will improve their quality of life and occupational performance. One action I can take to improve my future practice is to always have a backup plan while working with pediatric clients. I need to come up with fun and creative activities and interventions for the client to complete throughout the session to support their needs and improve their occupational performance. Additionally, I learned that in hippotherapy there are many different components besides just riding the horse, utilizing an activity analysis in my future practice can allow me to intervention plan and create goals for the client. I feel more confident in my skills after completing this simulation, I loved learning about hippotherapy and different ways to upgrade and downgrade interventions for a client."--OTD Student
By the end of this self-paced course, the learner will demonstrate foundational understanding of hippotherapy, a community-based intervention strategy, from an intraprofessional collaborative perspective.
Learners are introduced to the intraprofessional collaborative process, common evaluation tools, intervention strategies, documentation, and terminology related to hippotherapy.
Case Trailer
FREE PREVIEWClinEdWeb Instructions (Pre-Brief)
FREE PREVIEWMeet Fieldwork Educators (Pre-Brief)
FREE PREVIEWIntake and Referral Information
Referral Information Quiz
Funding Information
Clinical Pearl - Hippotherapy Vs. Therapeutic Riding - What is the difference?
Clinical Pearl - Indications and Terminology
B.2.8. Safety
Alexa Assessment Selection
FREE PREVIEWB.3.3. B.3.4. B.3.5. B.3.18. B.4.3. Alexa Assessment Preparation
Alexa and Parent Canadian Occupational Performance Measure (COPM) Interview
B.3.4. Client and Parent COPM Guided Interview Quiz
B.3.4. COPM Documentation
BOT 2 - Manual Dexterity Preparation
BOT 2 - Manual Dexterity
Alexa's performance on manual dexterity tasks
B.3.4. BOT 2 - Manual Dexterity Quiz
BOT 2 - Bilateral Coordination and Balance Preparation
BOT 2 - Bilateral Coordination and Balance
B.3.4. BOT 2 - Bilateral Coordination and Balance Quiz
BOT 2 - Strength, Agility, and Upper-Limb Coordination Preparation
BOT 2 - Strength, Agility, and Upper-Limb Coordination
B.3.4. BOT 2 - Strength, Agility, and Upper-Limb Coordination Quiz
BOT-2 Documentation
Preparation for Mounted Assessment
FREE PREVIEWMounted Assessment - Activity 1
B.3.4. Mounted Assessment - Activity 1 Quiz
Mounted Assessment - Activity 2
Mounted Assessment - Activity 2 Quiz
Mounted Assessment - Activity 3
Mounted Assessment - Activity 3 Quiz
Mounted Assessment - Activity 4
Mounted Assessment - Activity 4 Quiz
Wrap-Up
Wrap Up Quiz
Evaluation Form Documentation
FREE PREVIEWClinical Pearl - Improving gross motor function and postural control with hippotherapy (Abstract)
Evaluation Documentation
Intervention Planning: OT –OTA Collaboration and the Guidelines for Supervision, Roles, and Responsibilities
B.3.18 B.4.3 Intervention Documentation
Long Lining
Riding
Riding Quiz
Picking Carrots from Garden
Picking Carrots from Garden Quiz
Barn Activities
Barn Activities Quiz
Intervention Documentation Completion
B.2.7. B.3.2. B.3.5. B.3.6. B.3.8. Intervention Planning
Completion Checklist
FREE PREVIEWSummative Exam Preparation
FREE PREVIEWB.2.8. Summative Exam
ClinEdWeb Alexa Case Scenario: Simulation Effectiveness Tool -‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)
By the end of this case scenario, learners will be able to:
❏ Identify common symptomology related to Down’s Syndrome.
❏ Recognize role of occupational therapy in a community-based practice setting.
❏ Demonstrate understanding of relevant client-centered intervention plan that is supportive of occupational performance.
❏ Recognize how hippotherapy supports occupational performance.
❏ Demonstrate understanding of the differences between hippotherapy and therapeutic riding.
❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level in children seeking hippotherapy services.
❏ Recognize funding sources for hippotherapy services.
❏ Complete point-of-service electronic documentation.
❏ Demonstrate understanding of who can provide hippotherapy services.
❏ Write relevant individual-centered goals.
❏ Document client progress.
❏ Recognize therapeutic-use-of-self elements as demonstrated by master clinicians.
❏ Demonstrate understanding of the hippotherapy evaluative process including parent/child interview, physical skill assessment, and mounted evaluation.
❏ Demonstrate understanding of the collaborative OT-OTA relationship during provision of hippotherapy services.
❏ Recognize the process and value of interviewing child and parent.
❏ Interpret evaluation data to inform occupation-based intervention planning.
❏ Recall use of and clinical reasoning for direct interventions that include occupations and activities, preparatory methods and tasks, education, and training.
❏ Recall the use of Occupational Therapy Practice Framework terminology.
❏ Recognize the evidence, purpose, and implementation of preparatory and occupation-based interventions.
❏ Identify the purpose, process, and interpretation of data collected from multiple evaluation tools.
❏ Create intervention plan that increases client-centered occupational participation.
B. 2.7. Activity Analysis - See Intervention Plan
B.2.8. Safety of Self and Others - See Summative exam
B.3.2. Professional Reasoning - See Intervention Plan
B.3.3. - Standardized and Nonstandardized Screening and Assessment Tools - See Initial Evaluation
B.3.4. Application of Assessment Tools and Interpretation of Results - See Evaluation Quizzes and Initial Evaluation Form
B.3.5. Reporting Data - See Intervention Plan
B.3.6. Provide Interventions and Procedures - See Intervention Plan
B.3.8. Grade and Adapt Processes or Environments - See Intervention Plan
B.3.18. Technology in Practice - See Initial Evaluation Form and Treatment Notes
B.4.3. Documentation of Services- See Initial Evaluation Form and Treatment Notes
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