Perspectivas de pais e membros da equipe multiprofissional sobre as contribuições do programa pré-desportivo de equoterapia aos praticantes com Transtorno do Espectro Autista (TEA)

Abstract

Equine therapy uses the horse as a therapeutic agent, promoting sensorimotor stimuli that, through three-dimensional gait, favor the biopsychosocial development of its practitioners. Although its main focus is rehabilitation, it also contributes to motor, cognitive, social, and affective improvements. The 3rd program (phase), called Pre-Sports Equestrianism, allows practitioners to ride the horse independently, with rein control, basic knowledge of horsemanship, and mastery of the walk and trot movements. This practice is indicated for people with specific needs and/or disabilities, such as Autism Spectrum Disorder (ASD), Down Syndrome (DS), Attention Deficit Hyperactivity Disorder (ADHD), Cerebral Palsy, sequelae of Stroke, among others. Objective: To understand the perspectives of parents/guardians and members of the multidisciplinary team on the contributions of the Pre-Sports equine therapy program for practitioners with ASD. Methodology: Five individuals participated in the study: three mothers responsible for participants with ASD and two professionals from the multidisciplinary team, an equestrian therapist and a speech therapist who accompany the sessions of the 3rd program. Data collection was carried out through semi-structured interviews, and the data were analyzed using thematic content analysis. Results: In general, the results indicated that the perspectives of parents/guardians and members of the multidisciplinary team converge in identifying advances in the motor, cognitive, and socio-affective dimensions of participants with ASD who participate in the 3rd equine therapy program. In the motor aspect, advances were observed in motor coordination, balance, strength, and greater autonomy in performing daily activities, such as folding clothes, making the bed, and/or riding a bicycle. In the cognitive dimension, improvements were reported in attention, concentration, self-esteem, autonomy in decision-making, in the development of skills such as writing and reading, and in the conscious use of technology, such as cell phones. In the socio-affective dimension, improvements were noted in socialization, communication, the establishment of affective bonds, both in the family and social environment, affection with people and animals, respect for rules, and social interactions. Final considerations: Parents/guardians and members of the multidisciplinary team perceive that the contributions of the 3rd program, beyond the traditional therapeutic benefits, assume an extremely important role in the lives of the participants and their families, promoting integral development and expanding the possibilities of autonomy, social interaction, and quality of life for participants with ASD.