Desenvolvimento de posições corporais na equoterapia para praticantes com Transtorno do Espectro Autista (TEA)

Abstract

Introduction: Equine-Assisted Therapy (EAT), or hippotherapy, is a therapeutic and educational method that aims to develop the biopsychosocial aspects of people with disabilities through interaction with horses. Individuals with Autism Spectrum Disorder (ASD) have impairments in communication, social interaction, and behavior, often with motor implications. In this sense, EAT sessions can contribute to working on these skills, promoting the integral development of the individual. Objective: To develop an intervention program with the teaching of bodily positions in equine-assisted therapy for practitioners with ASD. Methodology: This is a descriptive-exploratory research with a qualitative and quantitative approach. The intervention program was developed at the Equine- Assisted Therapy Center of the Military Police of Amazonas (PMAM), Cavalry of Manaus-AM. There were 14 participants: four practitioners, diagnosed with ASD, aged six to 12 years; six professionals from the interdisciplinary team; and four parents and guardians. The following instruments were used for data collection: a) Protocol for evaluating bodily positions in EAT for practitioners with ASD (Adapted from Moraes, Rezende, and David, 2020); b) Field diary; c) Filming; d) Checklist for verifying bodily positions in EAT for practitioners with ASD (Adapted from Moraes, Rezende, and David, 2020); e) Semi-structured interviews; f) Voice recorder. The evaluation protocol (instrument a) adopted was a structured intervention plan with activities classified as simple, moderate, and complex, lasting three months, totaling eight sessions for each participant. The interventions were filmed and recorded in a field diary (instruments b and c). Subsequently, bodily positions were evaluated by filling out the verification checklist (instrument d). Data analysis involved the data triangulation technique, categorical content analysis for interviews (instrument e), and descriptive statistics. Results: The motor intervention program was described categorically, and the data were discussed according to the individual information of each practitioner, who received fictional names of popular Brazilian samba artists. According to the results: 1) Zeca Pagodinho showed improvements in his motor repertoire starting from the fifth session, in addition to demonstrating significant advances in social interaction; 2) Jorge Aragão had difficulties performing moderate-level tasks, however, changes were observed in his daily life, such as an interest in dressing himself, even with limitations, and greater social interaction with other children, an aspect previously considered challenging; 3) Arlindo Cruz also showed difficulties in socializing with children his age, but after the intervention, he began to exhibit better social behaviors and perform daily tasks at home, still under supervision; 4) Diogo Nogueira, in turn, showed progress in the social aspect and started performing daily tasks under the guidance of guardians, although his activities were more challenging due to difficulty concentrating and paying attention, characteristics associated with Attention Deficit Hyperactivity Disorder (ADHD). The research also sought to understand the methods used by the PMAM Equine-Assisted Therapy multidisciplinary team during the sessions, as well as their perceptions regarding the motor intervention protocol and the use of material resources (visual guidance cards). The professionals highlighted that the introduction of new resources was positive, as it aided the development of the sessions, making them more dynamic and safe, in addition to standardizing the movements in an appropriate manner for the ASD population, which tends to benefit from structured routines and visual stimuli. Final Considerations: The adopted intervention protocol, associated with visual and pedagogical resources aimed at children with ASD in Equine-Assisted Therapy, showed positive results in the performance of motor tasks and in socioaffective relationships. The multidisciplinary team considered the proposal differentiated and satisfactory, recognizing it as a promising model for standardizing practices focused on this population. Along with the intervention program, visual resources (illustrative figures of the proposed movements) and an adapted verification checklist were used, which allowed monitoring the evolution of the sessions, complemented by recordings in filming and a field diary.