Table 1.
Characteristics of Participants Who Completed the Study.
| Pre-Test Characteristic | Intervention Group (n = 10) | Control Group (n = 14) | Total Sample (n = 24) |
|---|---|---|---|
| Mean age in years (SD) | 7.96 (0.78) | 6.97 (0.33) | 7.38 (0.74) |
| Gender | |||
| Male | 9 | 12 | 21 |
| Female | 1 | 2 | 3 |
| Functioning level a | |||
| Low | 10 | 11 | 21 |
| High | 0 | 3 | 3 |
| Verbal ability a | |||
| Mainly nonverbal | 6 | 10 | 16 |
| Limited language | 4 | 4 | 8 |
| Severity of ASD symptoms b | |||
| None-minimal | 0 | 1 | 1 |
| Mild-moderate | 3 | 1 | 4 |
| Severe | 7 | 12 | 19 |
| Mean CARS2 score c (SD) | 40.95 (6.07) | 42.61 (7.52) | 41.92 (6.86) |
| Median P scale levels d | |||
| English | 5 | 4.5 | 5 |
| Maths | 7 | 5 | 6 |
| Science | 4.5 | 5 | 5 |
| Treatment fidelity rating e | |||
| Percentage of sessions participants rode in | |||
| 75–100% | 7 | N/A | N/A |
| 50–74% | 1 | N/A | N/A |
| 25–49% | 2 | N/A | N/A |
| 0–24% | 0 | N/A | N/A |
Note: Fisher’s exact tests were used for categorical variables. At baseline there were no significant differences between intervention and control groups in: gender (p = 1), functioning level (p = 0.239), verbal ability (p = 0.673) and severity of ASD symptoms (p = 2.72). Independent-samples t-tests were used to compare mean pre-test CARS2 scores and mean age. There was no significant difference between pre-test CARS2 scores (p = 0.571). A significant difference was found between the groups’ mean age (p = 0.003). a Functioning level and verbal ability were reported by each participant’s teacher, based on their experience observing and interacting with each child in the classroom. Participants were identified as high functioning if they display personal independence in basic activities, such as dressing, toileting and eating. “Mainly nonverbal” means the child can use approximately 5 single words in familiar contexts, but no verbal phrases or sentences. “Limited language” means the child is able to use short phrases in routine contexts, but no spontaneous language. These non-clinical definitions are shared and understood by staff; b Severity of ASD symptoms was based upon participants’ pre-test CARS2 scores; c The mean CARS2 scores in the table indicate a severe level of ASD on both the low functioning and high functioning versions of the assessment measure; d Mann-Whitney U tests found no significant differences between groups’ P scale levels for English, Maths and Science. P scales are a national assessment tool for children with special educational needs who are working below National Curriculum levels [72]. A child’s P scale levels were based on teachers’ professional judgements. They compare the child’s work and performance with the P scale level descriptors. The school carries out moderation exercises several times a year to ensure that P scale level judgements are fair and correct, as far as is possible; e Treatment fidelity ratings were collected for the intervention group only, based on the qualitative section of the MOPI. Treatment infidelity was reported for an individual each time they did not ride their horse at all, during a session. Cases in which a child grew restless and was taken off their horse approximately 5 min before the end of the session were not interpreted as treatment infidelity. This is because the child participated in most of the session.