Horse Boy Method 1 - Workbook

Horse Boy Method 1 Intro Workshop

Live course Overview ...... 4 Online course Overview ...... 4 Introduction ...... 5 1. Theory ...... 6 1‐0 Theory: The Horse Boy Story – How it began ...... 6 1.1 Theory: Environment, Sensory, Back‐Riding ...... 6 1.1 Theory: Rule based Games/Theory of Mind, Academics & Self‐Advocacy ...... 8 1.2 Theory: Ethics! ...... 8 2. Environment ...... 9 2.0 Environment: New Trails, Horses & Equipment ...... 9 2.1 Play Equipment and other animals...... 10 2.2 Educational games ...... 11 2.3 Interacting with Freddy ...... 12 2.4 Sword fights to teach Math ...... 12 2.5 Other social animals that interact: Luna ...... 13 2.6 The woods – an edible environment ...... 14 2.7 The birds nest – find unexpected opportunities for learning ...... 15 11. Sensory ...... 18 3.1 Sensory ‐ Intro ...... 18 3.2 Sensory Exercise ...... 18 3.3 The Diapershake ...... 19 3.4 Prana Breathing ...... 20 4. Preparing the Back‐Riding Horse ...... 21 4.1 Preparing the horse intro and in‐hand ...... 21 4.2 Ridden Count‐downs ...... 21 4.3 Lunging ...... 22 4.4 The work at the Canter and the Terre a Terre ...... 23 5. Trail Ride with Freddy ...... 24 5.1 Trail Ride with Freddy‐ Intro ...... 24 5.2 Into the woods – Elephants and shapes ...... 25

2 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 5.3 Finding Woody ...... 26 6.1‐8 The Training Video ...... 27 7 Theory of Mind and Rule Based Games ...... 28 7.1 Theory of Mind and Rule Based Games: Intro ...... 28 7.2 Theory of Mind and Rule Based Games: Bigger/Smaller & Tag ...... 29 7.3 Theory of Mind and Rule Based Games: Hide and Seek ...... 30 7.4 Theory of Mind and Rule Based Games: Practice Games ...... 31 8 Social Skills & Cause and Effect ...... 32 8.1 Social Skills & Cause and Effect: Tricks – how to start ...... 32 8.2 Social Skills & Cause and Effect: Advanced Tricks ...... 33 8.3 Social Skills & Cause and Effect: Tricks with other animals – Bruce the dog ...... 33 9 Academics ...... 34 9.1 Academics: Addition, Subtraction, Division, Multiplication ...... 34 9.2 Academics: Fractions ...... 35 10 Long Lines & Self‐Advocacy ...... 36 10.1 Long‐Lining ...... 36 10.2 Self‐Advocacy: Interacting with the young adult ...... 37 11. Ethics Review ...... 38 12.1 Dream‐Whisperers ...... 40 12.2 What next? ...... 41 Bonus Sections ...... 44 Research: ...... Error! Bookmark not defined. Importance of the Environment: ...... Error! Bookmark not defined. The Human Environment – Tribe ...... 44 The Learning Environment: ...... 48 Autism Facts 1: Why are we talking about Autism? ‐Prevalence ...... 49 Autism Facts 2: Myths of Autism ...... 50 Autism Facts 3: Autism Truth ...... 50 Autism Facts 4: Treatments – Autism is a lifelong diagnosis ...... 51

Day 2 Day 1: Questions and Homework • Theory Overview Watch Training Video • Method 1: Environment Method 4: Theory of mind, Perspective taking, • Method 2: Sensory games & tricks • Method 3: Back‐riding Demo (Does he see what we see, Demo (countdowns & Stress‐Free bigger smaller, games) Dressage overview) Rule Based Games on horseback Trail ride with Freddy Method 5: Academics (Arithmetic, fractions) Academics home work Method 6: Self‐Advocacy & Long lining

Online course Overview

1. Theory 2. Environment with trail and games 3. Sensory 4. Countdowns 5. Trail Ride with Freddy 6. Training Video 7. Theory of Mind and Rule Based Games 8. Social Skills / Cause and Effect: Tricks 9. Academics 10. Long Lining & Self Advocacy 11. Ethics Review 12. Conclusion & Dream whisperer

Welcome to Horse Boy Method workshop 1. Congratulations! You are now embarking on an amazing adventure. In the course of this workshop you will learn several crucial things. Both in the work you do with autism families and in your own personal outlook on life. Also as a rider you will begin to discover the healing effects of classical training which not only makes you a more effective practitioner but also a better rider and trainer of horses. Among the key things you are about to learn are: that autism is an adventure, not a problem to fix; that autists are capable of much, much more than conventional wisdom has hitherto dictated – even careers; that the effect of the environment and sensory input is the absolute key: and that your own dreams and aspirations start coming into being the moment you enter the framework of service to those more vulnerable than yourselves. So here’s to the adventure!

As you go through this course and workbook you will see that we continually refer back to our Stages and Ethics. The Stages are what we do, the ethics are how we do it. All our Ethics are supported by research (see bonus material at the end of this workbook). The hardest and most important Ethic that we mention over and over and over in this workbook is ‘Follow the Child’. This and creating the right environment are the most important aspects of the work and are in some ways the most challenging to apply. We urge you at all times from now on when working with autists to ask yourself: “Is my environment as good as it could be?”; “Am I truly following the child’s passionate, even obsessive interests?”. These two questions should be the bench mark by which you gauge the quality of your work.

So before we begin here is a quick overview of our Stages and Ethics for you to easily refer to at any time:

Stage 1: Environment

Stage 2: Sensory

Stage 3: Back‐riding

Stage 4: Theory of Mind (Rule based games, social skills)

Stage 5: Academics

Stage 6: Self‐Advocacy

Ethic 1: Self‐Compassion

Ethic 2: Follow the child (intrinsic motivation)

Ethic 3: No pressure

Ethic 4: Humor

Ethic 5: 15 minute rule

Ethic 7: Creativity

Ethic 8: Joyful exploration

Ethic 9: Involve the whole Family (CHECK WITH JEN HOW SHE CALLS IT)

1. Theory

1-0 Theory: The Horse Boy Story – How it began

Top 10 points to remember

1 There is nothing theoretical about Horse Boy it’s all a result of first observing what worked for Rowan and following that. 2 After returning from Mongolia Rupert started working with other kids in the same way that worked for Rowan and observed that what worked for Rowan also worked for other kids. 3 Horse Boy Method is a 6 stage process. 4 Horse Boy Method has 9 Ethics to keep in mind. 5 The environment is always the most important part – the foundation without which the rest can’t work 6 You can get similar results without the horse. We cover that in Horse Boy Learning but the horse gives you the maximum result. 7 Oxytocin, Oxytocin, Oxytocin! 8 The enemy of Oxytocin is Cortisol, produced in the child’s amygdala. 9 Autistic children have an overactive amygdala similar to the horse and other prey animals. 10 The environment of YES and a ‘pressure–free’, ‘follow‐the–child’ approach does help prevent the amygdala and cortisol from becoming active.

Things to think about:

 Is my environment a ‘YES’‐environment?

 Do I need to create an environment within an environment?  Do I get annoyed if autistic children don’t look me in the eye or appear to pay close attention?  Do I need to get some mentoring/experience with autistic children and their families before beginning this kind of work? 1.1 Theory: Environment, Sensory, Back-Riding

Top 10 points to remember

1. Stage 1: Environment 2. Stage 2: Sensory 3. Stage 3: Back‐Riding 4. Remember to prioritize environment and sensory first. Don’t push the child to ride. 5. Rowan started first with just sensory work. Give the child as much time as he/she needs to be comfortable around the horse before suggesting to ride 6. Have lots of volunteers available to interact and just play with the child. 7. Allow the child to ‘stim’. ‘Stimming’ is a good thing! It helps the child cope with a situation and can also be harvested as a skill in the future. 8. Serve the siblings’ needs and consult with them over strategies with their autistic brother or sister 9. Only back‐ride on horses properly prepared and fit, with the right equipment and only ride with a child if you are at least able to navigate a 3’ jumping course, play polo, event or currently and actively participate in other fast moving equestrian disciplines that require an independent seat. And only use horse that have been in regular ridden work and training (at least 3 times per week at 3 gaits) for at least 5 years. We almost never back‐ride on a horse under 10 years old. 10. Consult with a trainer or professional before applying any of these techniques.

Things to think about:

 Do I have play equipment and safe small animals?  Do I have a sheltered, quiet and safe place to do sensory work?  Do you have safe back‐riding horses and the time to keep them in full training? If not are you looking to get horses or should you consider Horse Boy Learning instead and work without using horses?  Who are your riding trainers? Are they active riders? How long have they been training? Do they have schoolmaster horses you can learn on?  Who are your (equestrian) mentors? Who are your mentor’s mentors?

1.2 Theory: Rule based Games/Theory of Mind, Academics & Self-Advocacy Top 10 points to remember

1. Stage 4: Rule Based Games, Perspective Taking and Theory of Mind 2. Stage 5: Academics 3. Stage 6: Self Advocacy (and learning how to use the Long Lines 4. It’s worth reading up on Theory of Mind and the difference between cognition and intellect 5. Perspective taking, rule based games etc. are difficult for people on the spectrum. One of the first hints about a child being on the spectrum is the lack of pointing and appropriate play. 6. Perspective taking is brain building. 7. Never test a child directly. Always model the correct answer for them, and when you want to see if the child can confirm that he has understood a subject do so by stealth ‐ for example through treasure hunts without pressure! Be prepared to let weeks, even months go by before you try to confirm it. Frequently before this happens the child will spontaneously offer you a correct answer anyway. The bottom line is move slowly and with infinite patience. 8. The child will eventually offer correct answers and participate in the games but this can take months or longer. Let it take as long as it takes. 9. Self‐Advocacy is the single most important psychological survival tool a human being can have. It starts with following the young adult’s obsessive interests and making them your own. 10. School for Gentlemen: To prepare a young adult for courtship and career see our course The School for Gentlemen (and ladies).

Things to think about:

 Do I tend to test children by asking them direct questions and waiting for an answer?  Do I understand how to test by stealth? Do I need to look at this section of the course more closely?  Do I find the autists’ obsessions boring or annoying? If so how can I become interested in what interests them?  Do I try to stop my kids from stimming? Have I considered what the positive effects of stimming might be?  Have I consulted with adult autists about how to proceed?  Have I written scripts in my head of how these kids’ lives should pan out? E.g. has to be mainstreamed, has to graduate from high school, has to move out by 18, has to work for a big corporation etc.  Have you considered other life paths for people on the spectrum? Write down several success stories of autists you have heard about.  How can I help create employment for young adults on the spectrum? 1.3 Theory: Ethics! Top 10 points to remember

1. Ethic 1: Self‐ Compassion 2. Ethic 2: Follow the child (Intrinsic Motivation)

8 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 3. Ethic 3: No Pressure 4. Ethic 4: Humor 5. Ethic 5: 15 Minute Rule 6. Ethic 6: Attention 7. Ethic7: Creativity 8. Ethic 8: Joyful Exploration 9. Ethic 9: Involve the whole family. 10. Remember the Ethics are ‘How’ we work with the kids, while the Stages are ‘What’ we do.

Things to think about:

 Why is it important to be self‐compassionate? How self‐compassionate are you? Test how self‐ compassionate you are by taking the self‐test on Dr. Kristin Neff’s (Rowan’s mom) website: http://self‐ compassion.org/  Purchase Kristin’s book: http://www.amazon.com/Self‐Compassion‐Beating‐Yourself‐Insecurity‐Behind‐ ebook/dp/B004JN1DBO/ and read it!  When do you ‘demand’ children to pay attention to you? Are there times where they might even be paying attention and you just don’t realize? Next time you feel ignored by a child try to just continue ‘teaching’ and try to confirm later if you the child actually was listening to you.  Come up with 3 silly things or practical jokes to include in your next session that the children might not expect and enjoy.  Time yourself for the next 2 days and see if 1. You ever do an activity for more than 15 minutes without losing attention in between and try to time yourself when working with children and just start to observe how long you participate in any activity at a time.

2. Environment

2.0 Environment: New Trails, Horses & Equipment

Top 10 points to remember

1. Environment is the single most important aspect of Horse Boy Method. If you have amazing horses but the wrong environment you will get nowhere. If you have a great environment you will be able to reach the children you work with even without horses.

9 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 2. Eliminate any potential sensory triggers you might have. That includes people smelling of cigarettes or strong perfume. Loud machine noises (e.g. chainsaw or tractor noises), if you have interior spaces have soft light. Attempt to reduce echo in your indoor arena. 3. If you run other programs, build an environment within an environment 4. Use visual barriers to avoid kids running into unsafe areas. 5. Always use an oversized western saddle when riding with a child. 6. Never use a bit less bridle when back‐riding or long‐lining. 7. Never use a horse that has not been 100% desensitized before working with children and their families. 8. Prepare for each child’s individual needs. 9. Always involve the family and serve their needs as well. 10. Kids first, horses second

Things to think about:

 Start thinking about your environment. What are your other needs? Do you share your property with a regular lesson program? Do you have stallions? Do you have young horses? Do you have commercial farm equipment? What are the dangers around your property?  What area of your property is under‐used and already has visual barriers that will keep kids in that area?  If you don't have a property yet, how would your dream property look like? Remember we here at New Trails really only use about 3‐5 acres with the kids. The larger your property the more fences you need to fix! We here have a total of approximately 15 acres, but remember we don't use all that for the kids. We have stallions, we have youngsters, we run other programs so make sure when planning your property you know that there might be a difference in what you need and what you want! 2.1 Play Equipment and other animals Top 10 points to remember

1. Everything must be about ‘YES’ 2. Play equipment is at least as important as the horse. 3. Try to have swings, slides, water games, trampoline 4. Include interactive games like jousting, swords, balls 5. Other social animals are a MUST 6. All animals must be desensitized and happy to be handled rough 7. Make sure all your animals are in safe and secure enclosures that the children can enter without the danger of the animals to run off. 8. If you add small animals you need volunteers in charge of them. 9. Learn about your small animals, what is their exact breed? Where is it from? What do they eat? Find teaching opportunities in anything you offer. That can also include the material of your cages. 10. Do not apply pressure to make the kid interact with animals, rather follow their interests and see how you can incorporate animals in it.

Things to think about:

10 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  What play equipment do you have? What play equipment would you like to have? Start making a list of what you think you need to add and how much money you need to raise to make that possible.  Are there certain things on your property that are added liability? Remember pools usually need special insurance, however sprinklers, water toys, etc. are of course really good especially in the summer when it is a bit too hot to ride.  Is there a certain area of your property that would lend itself better to adding play equipment than others?  What could you add that is natural? For example a mud slide, a sand or gravel pit, a tree log, swings from tree branches etc.  What games/equipment can you have or should you have for winter? Do you have shelter and warmth? For summer do you have shade and cool?  Do your husband/wife/brother/sister/kids/volunteers have a passion for certain activities that could be added? That way you also help your families and friends follow their passions! E.g. martial arts, soccer, paddleboard, kayaking, climbing, arts, henna, music, dogs, pigeons, star wars, NASCAR. How can you add these activities and make your Horse Boy sessions more diverse?  What other animals do you have? Are they all kid‐safe? Will they be ok to be handled rough? If you have geese that might bite the kids put them up before kids come. If you have dogs that used to be great but are now old and have bad hips that hurt when a kid lays on them put them up. If you have a yappy dog put them out of earshot. Yappy dogs can trigger sensory tantrums. Start making a plan on what animals you have or would like to have to add to your sessions. Remember adding small animals usually also means adding a volunteer that is on those animals! 2.2 Educational games Top 10 points to remember

1. Anything can be an opportunity to teach the child something. E.g. numbers on swords, letters and numbers on bright colored balls in the splash pool etc. 2. Always model the interaction you are looking for from the child. Let the child observe. He/she will make the behavior their own when they feel safe to do so. Don’t worry if this takes months. 3. Tailor the activities to the child’s interest. 4. Be silly. 5. Involve humor as often as possible, especially toilet humor which appeals to the child’s sense of anarchy and rebellion – therefore they will never resist anything taught through toilet humor. All natural sciences lend themselves particularly well to toilet humor. 6. Laughter is verbal communication. 7. If the child wants to play with sand or sticks follow them! If they don’t communicate verbally then participating in their activities is a way to begin understanding their world. 8. Be creative in your approach to developing games. 9. Not all games need to be as complex and involved as those shown here. You can do easy things like numbers and letters on balls – throwing them at each other and seeing what words or numbers you can construct with the balls left, when somebody shouts “stop”. Games can be very simple 10. Re‐use your games to make sessions more time efficient. Try to use the same games for kids of similar interests or cognitive abilities. Learn to categorize your kids according to their cognitive levels so you

11 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook know more or less what games to adopt. But always be ready to introduce something new and never forget to tailor the games to the child’s interests.

Things to think about:

 Come up with a similar game to the one shown by Laurence here. If you want to become a Horse Boy Practitioner this exercise will be part of your evaluation. We will ask you to submit certain case studies in the evaluation period. This game will be one of them. o Game should be for age (i.e. cognitive) group 3‐7 o Introducing a simple literacy or numeracy concept.  Ideally you have a child in mind that you create this game for. This could your child, your niece or nephew, your little brother or sister or a neighbor’s or friend’s kid. Remember this is great for any child not only the autistic! We all would have much rather learnt this way. Remember also that physical movement is key! 2.3 Interacting with Freddy Top 10 points to remember

1. Talk with each other and teach each other. Let Freddy observe. 2. Don’t expect the child to participate or respond. They will in their own time. 3. Keep these games to no more than 5‐15 min. 4. If you spend hours preparing and the child is not interested, don’t take it personally! Follow the child and the activity they are interested in today and keep the game for another day or another child. 5. CHOICES, CHOICES, CHOICES! Give the child the option of where to go or to go at walk, trot, canter. If the child responds follow his/her choice. If the child doesn’t respond immediately have your volunteer make a decision for the child. 6. Pointing! Model pointing when up there with the child. Point to the direction you are going, a bird in a tree, mommy etc. 7. Turning a ‘no’ moment into a ‘yes’ moment. 8. If you use the arena for games make sure to make it horse safe again after the game is done. I.e. remove all sand hills, holes, toys and other props. 9. Make sure your horse is desensitized to all props and people. 10. Tap on the child's body in rhythm with the movement of the horse. Sing the child's favorite songs (consult with parents and siblings to find out what they are) or make up your own silly songs about what you see.

Things to think about:

 Pick a subject you really didn't like at school. Math? Biology? History? English? Reading? Think how learning this subject while moving and doing your favorite activity might look?  Would this type of learning have made it easier for you to get interested in that subject? Would it have helped you to understand them?  Part of why this is so good for the kids is that there is never any testing happening (or at least the kid doesn't know that we do test but by stealth through treasure hunts ‐ more coming later).

12 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Think of one of the worst experiences you had in school and how the teacher could have avoided your humiliation by teaching more in this style. Re‐write your learning experience to how you would have like to be taught! 2.4 Sword fights to teach Math Top 10 points to remember

1. Anything can be used to teach! 2. When the child is not into the horse, don’t worry ‐ use what the child is into as opportunity for communication. 3. Allow negative communication. If the kid says “I don’t want to ride” Thank him/her for communicating. 4. Be silly. 5. Let your volunteers have fun while keeping the children safe. 6. If you work with young volunteers make sure they don’t get so much into the game that they forget about their responsibilities for the children. 7. Always have certain sets of easy to pick up games available that you and your volunteers are familiar with. 8. If your games involve balls, swords or other equipment that the horse might spook at, desensitize him extensively before using that horse at a session. 9. Count out loud blows with the sword, the steps you take while fighting, the foot falls of a horse if you are riding to introduce and reinforce number sequences. 10. Pretend to chop each other (or let yourself be chopped) into pieces and put back together to introduce and reinforce the concept of basic addition and subtraction. Then use the sword to first divide and then ‘round up’ your enemies to introduce and reinforce the concept of basic division and multiplication. (Top Tip: you can hang, draw and quarter each other to introduce and reinforce factions – while introducing the political concept of treason for which this was the historical punishment)

Things to think about:

 Build a set of swords. Be sure to pad them! If you don’t know how, Google will.  Can I introduce the concept of foreign language here? (En garde!)  Cross curriculum is always good for fixing information in the brain – for example teaching math, history and language all at the same time here. 2.5 Other social animals that interact: Luna Top 10 points to remember

1. Social animals are important! 2. Have well trained dogs and other animals 3. Ideally your dogs are trick trained and retrieve. 4. If you have dogs on property these dogs need to be able to be handled rough, be ok with being laid on, can in no situation snap, cannot be yappy, and must listen at all times.

13 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 5. If you add a dog you must have a volunteer responsible for handling that dog. 6. Add goats, bunnies, and other small animals. The more ‘tricks’ they know the better. Goats should at least be able to be leashed‐walked. 7. If you have dogs or goats consider getting a cart so the kids or families can be drawn by the goat or dog. 8. If you add a cart make sure your dog/goat gets trained first without kids and families present. 9. When you add a new animal consult a professional and choose the family you will use that dog or other animal for carefully. Choose a quiet child that is not afraid of the dog, but also will not demand too much of the dog to start out with. 10. Never include an animal if you think the child might be afraid of it or the animal will have to endure situations it won’t be comfortable with.

Things to think about:

 Make a list of all your social animals that could be trained.  Make a list of the training these animals already have. Make a list of concerns you have about these animals. E.g. Our dog Luna’s hips are now so bad that she cannot run after balls anymore. Our other dog Bruce is young and will have to start with a child that doesn’t run too much, so as not to get overexcited. Then think about what you need to do to get your animal ready and what animal has traits that might make him/her never really safe around autistic children. Be honest here. It doesn’t make you a bad dog owner if your dog is not completely safe around children. However not admitting this is dangerous and is asking for a bad situation to happen.  Make a list of animals you might want to add. Be really clear about the characteristics you want that animal to have.  Remember insurance companies usually want to know what breed of dogs you have. If you don’t already have dogs, consult a professional dog trainer and see what breeds or crossbreeds might be ideal for you. Remember many of the herding/heeling dogs are not only super high energy but also often are more prone to nip. If you decide for a working dog breed make sure you can meet that dog’s needs. E.g. Border Collies are bred to spend all day running up and down steep slopes herding sheep, if you decide for that kind of dog he will have to get that sort of exercise in his day to day life to be able to concentrate when working with the children. 2.6 The woods – an edible environment Top 10 points to remember

1. Know your environment. 2. Know all edible plants and poisonous plants. 3. Know other dangers in your woods: snakes? Spiders? If so which are poisonous and which not. 4. Make sure you know your trails! 5. Walk your trails frequently to check for downed trees, holes in the ground, slippery areas, or other dangers. Do not count on your trails being ok because they were fine yesterday! 6. Plan on transitions! Transitions are difficult for children on the spectrum, that includes transitions from arena to woods, walk to canter etc. The smoother the transitions on the horse the smoother they will become in ‘normal life’ for the child.

14 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 7. If you have animals that can come with you on the trail, take them. The child might well decide to dismount and engage with the environment through the smaller animals activity – e.g. a goat nibbling at leaves is a way into edible plants; a dog fetching a stick is an introduction to types of wood and species of trees. 8. If a child doesn’t want to ride down the trails but walk, let them! 9. Make sure your trails are wide enough to comfortably ride through them potentially with a side‐walker in case you long line a child through the woods. 10. Always talk to a child about everything you see! Never shut up! At the same time keep things mellow. Your town of voice low and not abrasive.

Things to think about:

 Find out what edible plants are in your area. Are there plants that are poisonous, sting or burn you? If so how can you spot them?  Are there berries or mushrooms on your property? Are any of them poisonous or edible?  What plants on your property have medicinal properties?  What types of trees do you have on your property? Are those trees commercially processed for furniture, fencing or other products? How can you use those trees to teach the kids school subjects?  Identify trees that are ideal to hang a swing or could be used as safe climbing trees. 2.7 The birds nest – find unexpected opportunities for learning Top 10 points to remember

1. Always pay attention to your environment and changes in your environment! 2. Are there opportunities to teach something about other environments through your environment? E.g. we live in Texas we have Armadillos, but Laurence lives in France they don’t have those there… France is a country in Europe….. 3. To be able to spontaneously talk about things you find you really need to know about your environment. So learn as much as you can! 4. Know the areas of your property where interesting natural things might be able to be found. This could be edible plants, animals or maybe just a certain type of dirt. 5. Follow the child’s interests. If you know he likes birds find birds! 6. Give the child options. Do you want to go to the wood or the pond? 7. Even if the child doesn’t select an option offer the choices anyway, wait a breath and then say ‘ok let’s go to the ….’ And then eventually the child will make a choice but it might take weeks or months. 8. Be Patient! 9. Remember most kids spend most of the time NOT on the horse, making use of spontaneous learning opportunities like a birds nest provides a great place to take a break and learn at the same time! 10. If things play out over weeks and months then so be it! The brain develops at the speed it’s supposed to.

Things to think about:

15 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Walk your property and look for opportunities to teach. E.g. are there squirrel nests in your trees; burrows that animals live in, can you identify which animal (bunnies, armadillos, opossums etc.); do you have trees that a woodpecker is building a nest in or maybe raccoons.  Are there areas on your property or nearby with animal tracks? What can you find? Turkeys, bunnies, raccoons, coyotes, mountain lions etc.  An environment make‐over. Look at the following pictures and write down how you could make this environment more child‐friendly and more in line with what you have learnt so far. Take an average (suburban) backyard. How can we make these into optimum autism environments?

Take an average (suburban) living room. How can we make these into optimum autism environments?

Take an average indoor/outdoor riding arena. How can we make these into optimum autism environments?

Take an average therapy room/classroom. How can we make these into optimum autism environments?

3.1 Sensory - Intro

Top 10 points to remember

1. Autistic kids get misinformation through their nervous systems : A breath of wind can feel like fire; Clothes can suddenly feel like they weigh 10 tons 2. Work body to body bareback with a static horse 3. Stimming often stops. 4. Give first the parent, care‐giver and/or sibling a chance to do sensory work. Not only does it calm them down as well and put much needed fuel into mom’s drained energy tank but it also shows the child it’s safe up there. 5. Choose a quiet location within sight of the child. 6. Always monitor the horse’s mood. Stop if the horse gets agitated. 7. Sensory work can help to stop the white noise / physical discomfort that autistic children suffer from. 8. Long, broad backed horses are ideal for sensory work. 9. Not all calm riding horses are good sensory horses. 10. We have seen kids change sleep patterns after sensory work.

Things to think about:

 Is my horse really ok with standing still for up to 30 minutes?  Do I have a quiet sheltered place to do this work? If not what is my plan to offer safe and pleasant sensory sessions? 3.2 Sensory Exercise Top 10 points to remember

1. Only do sensory work with a horse you have prepared properly! Consult your trainer about which horse might or might not be suitable for sensory work and how to prepare them properly.

18 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 2. When guiding mom, dad or a care giver through sensory work start at arm’s length. Most people are not comfortable getting closer than that to a horse at first. 3. Then have them lay their cheek on the horse’s neck. They will fell the horse’s heart right on their heart. 4. When mom is ready to mount boost her up if she is not physically able then mount her off a stable platform like a mounting ramp. If mom does not feel physically up for it, don’t make her! 5. Guide her through forward hug, backward recline, butt hug. 6. If any position is uncomfortable let her change position. Let her get down if she feels uncomfortable and wants down. 7. Support all adults and kids with volunteers on each side that stabilize the person. 8. Make sure the horse is stationary and won’t move during sensory work. It is extremely scary to a non‐ rider if they are lying bareback on a horse and the horse starts to fidget or move. 9. Be prepared for an emergency dismount if needed. 10. Let the child explore at will. They will find the most comfortable position for themselves.

Things to think about:

 Start making a list of which of your horses might be suitable for sensory work. Start by eliminating the ones that you know won’t make it. E.g. too high withers to be comfortable, too young, too spooky, will nip, too short backed etc.  Part of the Independent Practitioners Evaluation is for you to show us a sensory session at your place with your horse and your volunteers. Which horses do you think are the ones that might be most suitable? If you have questions, go to our forum and ask before trying any sensory work, and consult with your trainer.  Start making a list of trusted volunteers that you want to involve in your sensory session. Sensory work is extremely dangerous if your volunteers are not paying attention so make sure these volunteers are mentally present. Texting, browsing the internet or chatting with other volunteers while doing sensory work is absolutely unacceptable, so choose your volunteers for this wisely! 3.3 The Diapershake

Top 10 points to remember

1. Lie on the floor, on tummy, hands by sides. 2. The person who is going to do the Diapershake on you sits next to you.

19 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 3. Puts hand on sacrum and gently rocks in rhythm. 4. Female clients usually rather want another female do a diapershake. 5. This exercise comes from a physiotherapist who said it really helps disk problems. We have found it to be extremely relaxing and therefore included it here. 6. This is a really easy exercise that you can show parents and they can diapershake each other at home. 7. Kids often (if they are still enough) enjoy the diapershake as well. 8. It sometimes helps to diapershake the child on the horse while doing sensory work first. 9. Never force anybody to participate in a diapershake. 10. If a child lets you diapershake them and then has had enough, accept that! Never make the child stay longer than he/she wants to.

Things to think about:

 Usually every program has a few people that just love to squeeze/massage others. Who are those people in your program? Make a list of them. They are usually the ideal candidates to take moms off for a diapershake session.  If you have certain people that always squeeze others, make sure they are not getting forgotten in receiving diapershakes as well.  The diapershake is a really good exercise to connect your volunteers. Have them diapshake each other. You will feel how the atmosphere and relationship between them changes. 3.4 Prana Breathing Top 10 points to remember

1. Breathe in through the nose to fill the lungs. 2. Hold for 1 beat. 3. Exhale through closed mouth through larynx. 4. Do 5 times. 5. Studies have shown that Prana breathing can really relax a person, so teach this as a tool people can use when getting very stressed. 6. Do not stress people with prana breathing by making them do it. 7. If things get difficult on the horse do a few prana breath to relax yourself. 8. If you are relaxed your horse will be more relaxed. 9. If things get difficult with a child or family do a few prana breath and continue. 10. Never make anybody participate in this exercise. But if you model it and people see it helps you distress they will probably pick it up in time.

Things to think about:

 There are many other exercises to relax. Do you know a few others? Which ones are they?  What do you usually do when you get stressed? Could your method be easily transferred to a parent, child or volunteer (e.g. stroke the big cuddly dog that is always on the front porch offering comfort to anybody that comes.)?

4.1 Preparing the horse intro and in-hand Top 10 points to remember

1 Goal: a fit horse that is able to say YES when you ride with a child ‐> i.e. Throughness 2 Always get your horse fit with long walk and trot trail rides as well as lunging. 3 Use simple in hand work for the horse to learn to yield jaw, poll and quarters. 4 When ready, start riding the countdowns. 5 The Classical Dressage Training Scale is your friend and will help you get there! 6 Your horse needs plenty of topline to do this job: Lunging in side‐reins/Vienna, Long‐lining & Hill work 7 Training aids that will help you: Market Harborough (German Martingale), Draw reins (only use those if you really know what you are doing!!!), Vienna side‐reins, Dressage stick, spurs. Always consult with your trainer before applying any of the techniques or tools explained in this course! 8 Use proper tack for preparing your horse. Use a saddle, use a bridle with bit! Bit‐less is ok for fun on the trail when you are not working with a child or trying to train your horse to do something. You need the precision of a bit to accomplish this exercise! 9 Rupert first started to train dressage exercises into Betsy when he realized Rowan spoke more when cantering in collection. 10 The rocking motion of the hips in collected gaits seems to release oxytocin in the child’s (and riders) brain.

Things to think about:

 How fit are your horses? Make a list of all your horses and be honest about their fitness level. Do you think they could trot down the road for 2 hours without being overly tired, if not then they are not fit? Consult a trainer about how to get your horses fit. Fit horses are much less likely to get injured or act up!  It’s easier for a horse to learn something new without the weight of the rider on it’s back. If it goes wrong you just TURN A SMALL CIRCLE and start again.  With in‐hand work always try to be parallel with the horse’s shoulder it’s the safest spot.  Keep your body language quiet.  Take all the time you need. 4.2 Ridden Count-downs Top 10 points to remember

1. First find your 20m circle! It’s your friend and gives your horse a stable line to balance on! A 20m circle should be as round as possible! 2. Establish the rhythm at the walk. The walk is a 4‐4 beat. Establish the rhythm at the trot. The trot is a 2‐2 beat. 3. Start countdowns at the walk on one side start from 10 to 8 to 6 to 4 to 2 to 1. It’s the rhythm that’s important not the number of strides. Count in your native language. It often helps you to find the rhythm more easily. 4. Observe if your horse is stepping under a bit more with each halt. 5. Insist on the halt. If the horse won’t stand properly still, it will also bully you in other ways.

21 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 6. Turn on the haunches, then do the other side. Then do the same exercise at the trot. On both sides. 7. The halt is take, give, release. 8. To go forward use a little leg or stick, do not drive forward with your seat. 9. Ground exercises: 1. Flexion from poll and jaw ‐ 2: Yield the quarters 10. Ridden exercises 1: Rhythm 2: Count downs at walk, trot 3: leg yield into canter transition

Things to think about:

 Remember these are HBM 2 exercises but start to think about the following things: For yielding the jaw, is my sense of timing good? Do I give as soon as the horse gives?  For yielding the poll, do I understand the difference between a small flexion with the horse’s face on the vertical (good) and a full bend with the horse’s nose touching his shoulder (not good)?  For yielding the quarters, am I familiar with the foot pattern of walking backward in a circle while tapping the horse in gentle rhythm on the inside hind? Do I need to practice this without a horse first to get my brain and body familiar before I add a horse to the picture? 4.3 Lunging Top 10 points to remember

1 Introduce lunging gradually with your trainer present – many horses have difficulty figuring it out. Have someone walk or jog on the horse’s outside for a while if the horse needs this until he understands how to lunge. 2 I am lunging to teach the horse, rhythm, how to flex to the inside while stepping under with the inside hind, how to respond to voice commands and to build muscle along the topline. 3 Side reins come in gradually when the horse is familiar with lunging. There are fabulous trainers that will never use a side rein. This is totally possible but extremely difficult. We suggest you start the easy way and then gradually learn how lunge for muscle building without side reins. It really is an experts job to do this properly, very few people ever truly learn to lunge for muscle without side reins and the really honest ones will tell you that it takes some years. The Spanish Riding School of Vienna for example uses side reins. If they are a benchmark of excellence then side reins surely should part of your tool box as well. 4 With a Vienna side rein, introduce it very loose at first and consult your trainer before using any unfamiliar equipment. 5 With fixed side reins, introduce the outside side rein first, not both together. Then when the horse seems comfortable, add the inside side rein. We stole this tip from Mestre Luis Valenca. 6 Try not to walk with the horse to keep him moving, encourage self‐carriage by remaining within a Hula Hoop. 7 If I have to step towards the horse to activate him, I step back into my Hula Hoop as soon as possible 8 I hold my lunge line with my thumb upward as if holding a riding rein 9 My lunge whip is inactive on the ground most of the time. If I use it, it’s a gentle sideways flick

22 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 10 I look at the horse’s hip or shoulder so as not to spook him. If I see the inside hind cross, a small inside flex of the head and muscle working behind the saddle/surcingle, he’s building muscle. If I see the under neck bulge he’s not working correctly and is not building the muscle he needs. Think forward and down.

Things to think about:

 Do I have a flat twenty meter circle of good footing where I can lunge easily?  Where and when will I get some lunging lessons from a professional to understand how to get the horse working forward and down correctly?  Do I understand how to fit and use the side reins? Would a professional lesson or two help me understand it better?  One third of my horse’s work should be on the lunge, one third in hand and only one third ridden. If I haven’t lunged in a week or so I need to make it up to my horse by working his back without my weight on his back.  A back‐riding Horse Boy Horse has to take an adult and a child together in a western saddle – so we have to think more about back maintenance than other riders.  My best back riding horse is likely to be a senior horse who is calm and makes good judgment calls – therefore, again, it behooves me to look after his/her back muscle as I would look after an older human athlete’s back with yoga. Lunging is yoga as well as muscle building for the horse.  Transitions between gaits and within gaits build muscle. Just spinning the horse round and round does not. 4.4 The work at the Canter and the Terre a Terre Top 10 points to remember

1 If I’m not yet ready to canter one handed with a child in the saddle with me, a rhythmic walk or gentle trot will still get a good effect. I must not canter until I’m absolutely ready. Remember canter work does not really come in until workshop Horse Boy Method 4. We do not encourage people to back‐ride at the canter with children unless they have completed the course and it’s evaluation successfully. 2 If the horse and I are ready for the canter work, this is where I will get my best oxytocin/communication effect. 3 Not all kids want to canter. If the child does not like any part of being on the horse at any gait, stop immediately. Other kids love it from the get go and demand it every time. Follow the child. 4 Listen to your horse – if the child is nervous or unhappy your horse may be reluctant to go forward and could be telling you to back off and let the child get down. 5 You must have an independent seat to be able to canter safely with a child. If you can’t jump a three foot jumping course, run barrels at speed, or play mounted games at speed comfortably, you should not back‐ ride at the canter. 6 The horse must be thoroughly prepared with the exercises in this course or he will not be able to offer the rhythms that build communication and joy. 7 If your horse cannot stay easy and light on the bit in the canter, use a Market Harborough (German Martingale) until he can. 8 Get a professional you trust to help you through these exercises and spot you from the ground.

23 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 9 Do not even think about back‐riding – at the canter or any gait – with a horse under 8‐10 years old. Sooner or later they will make a young horse judgment call and you cannot afford that risk. A young horse is always a young horse – remember that! 10 When you are ready to canter with a child, always check the ground you intend to ride on, even if you rode it yesterday, in case some animal has dug a hole, a branch has fallen, or some other nasty surprise is waiting. You don’t want to encounter that while up there with someone else‘s child.

Things to think about:

 Have I ever produced a collected canter/terre a terre horse before? If not which professional do I know who has and can I get lessons from that person?  Do I have the staff/time of my own to keep this horse schooled with the exercises in this course at least three times per week?  Do I truly have an independent seat? Can I negotiate a three foot jumping course or run fast barrels without being unseated? If not, what is my strategy for being taught to have an independent seat? Which professional am I going to train with?  Does my horse spook at anything ever? Do I truly know the trails and ground I am going to canter on?  Am I willing to spend a couple of years – or as long as is necessary – in training, along with my horse, to become a safe back‐rider, or do I intend to wing it? DON’T WING IT! TRAIN! WITH A PROFESSIONAL ASSISTING YOU! It will take the time it takes. Anything else is not safe.  If I am not the back‐rider in my facility, who is or where could I find that rider? If I think I have that rider, is that rider willing to follow the points above. Do not let them ride on your horses with someone else’s kid unless they are absolutely reliable, are willing to follow instructions and are willing to get the training required for this job!

5. Trail Ride with Freddy

5.1 Trail Ride with Freddy- Intro Top 10 points to remember

1. You’re going to do this one‐handed at a walk, so make sure your horse can neck‐rein. The exercises for training horses to neck‐rein are in workshop Horse Boy Method 2. 2. You will need at least two people walking with you to receive Freddy when he ‘wants down’ and to run after him when he runs off. 3. You need to be SURE the trail has not got any nasty surprises: check the ground before you set off each and every time. Top tip: when you go out there to prepare your games for the child is the ideal time to also check the trails! 4. Make sure you understand how to keep a monologue about the environment going without it seeming intrusive to the child – no pressure for answers! 5. Your horse must be easy off the hand and leg even at the walk, not spooking or screaming for his stable‐ mates!

24 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 6. Look for opportunities to model pointing at things, identifying them and spelling them aloud in a casual way. 7. The MOMENT Freddy wants down, he/she is helped down and thanked for telling us that he wanted down. 8. Practice in your mind how you might turn a ‘no’ moment into a ‘yes’ moment – e.g. if the child is running towards a snake when he gets down, how your team on foot might head him off, tickle and spin him, make him laugh, THEN point out the danger… 9. Mount and dismount Freddy with a hand under the right thigh so the child’s leg never gets hooked on the saddle horn. 10. Make sure you know the trees and other plants along your trail well so you can talk about them and identify them.

Things to think about:

 How can I create some trails on my land?  If I just have an open field to work in can I create/plant visual barriers to create trails?  Are there tricky spots on my land – bits that get boggy or slippery? Do I have alternatives when these conditions apply?  When it rains: Do I have access to other, better drained trails that I can offer Sessions on, even if I have to trailer the horses there?  Are my horses totally trail safe? Do they spook sometimes or scream for each other if separated? Do I need to train them for the trail before I think about taking kids on my horses on trails?  Are there any dangers on my trails – poison ivy to clear, holes to fill, low branches to trim, do I know every inch of the trails?  Can I create treasure hunts and other fun games on my trails that reflect the interests of my kiddos?  What are my points of objective? A trail to a good climbing log – a trail to a good place to splash – a trail to an interesting set of animal bones or fruit tree I can eat from? Can I offer fun choices of trail?  Are my trails wide enough for my team on foot to walk easily next to me, or run when we do our collected trot/canter without being eaten by underbrush? Which areas might need additional clearing?  Will the kids disappear immediately into thick underbrush if they get down or is there a good cleared area either side of the trail?  Do my trails go close to the unfriendly neighbors? Barking dogs? Busy road? Loud construction site? Can I create trails that go to safer, more sensorily pleasant places?  Can I get back to my center in a matter of minutes from any point of the trail in case of emergency? 5.2 Into the woods – Elephants and shapes Top 10 points to remember

1. Find out what the child’s interests are before you go into the woods and have some conversation ready even if its one‐sided conversation! 2. Create treasure hunts and games along the trails that reflect these interests. 3. Be funny – blow raspberries on the child’s head if it makes them laugh. 4. Sing the song the child likes. 5. Take as many other family members as you can – you need them as consultants

25 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 6. Point, identify and spell (there’s a ‘Stop’ sign – S‐T‐O‐P ‘Stop’). It builds Theory of Mind. 7. Point hand over hand sometimes once the child trusts you. 8. Don’t canter more than a step or two unless it’s very clear the child wants to. 9. Always take at least two team members on foot. 10. Let the child get down the MOMENT they want down.

Things to think about:

 Have I taken the time to really know the edible and natural environment of my trails? If not when am I going to spend some time on the internet and with a plant book to learn this?  How many trails do I have for the child to choose from?  Horse Boy Method 1 involves no canter work! But the reason we talk about it is because we hope that you will eventually go through the trainings necessary to include the canter.  When the canter work does come into play, is my horse able to canter 2‐4 collected steps out of a halt while seated on the haunches and back to a halt without walk or trot steps in between or fighting, headshaking etc.? If not no way should I ever use the canter.  If I’m going to canter (remember this is Horse Boy Method 4 stuff and we do not endorse or suggest practitioners to apply canter unless they have completed HBM4 and its evaluation.) do I have clear stretches where this is possible?  Are my trails very exposed to wind? Can I create trails in lower ground for days like that?  Are my horses less trail safe when they are in season? Or when the north wind is blowing strong? Should I have alternative activities for those days?  Are my staff and volunteers as familiar with the trails as I am?  Have I checked the trails every time before I head out on them?  Is my horse fit, thoroughly familiar with the countdown exercises and transition exercises as well as desensitized to everything we might meet?  Are there parts of the trail – downhill stretches for instance – where my horse gets a little pushy? If so do I need to go back there and train the horse to stop and go one step at a time on those sections until he/she thoroughly understand that this kind of behavior is NEVER acceptable? 5.3 Finding Woody Top 10 points to remember

1 Follow the Child’s interests! 2 Follow the Child’s interests! 3 Follow the Child’s interests! 4 Listen to the child – if they want ‘down’ – do you react immediately? 5 Don’t take it personally if the child doesn’t like/want/respond to your game. 6 Check in with the family members for guidance as often as you can – remember they know that kid way better than you can ever hope to. 7 Make sure you ‘bone up’ on the child’s interests the day before the Horse Boy Session so you can converse about their interests with ease. 8 Everything must be about ‘YES’ – even the ‘No!’ moments. 9 You and your horse are at the service of the child – if they cut the trail ride short, no problem.

26 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 10 Avoid bad sensory triggers – arrange your games and treasure hunts away from any points of the trail that might have sensory distraction (e.g. if part of your trail runs along a road with car noise, wait until you’ve gone back into the quiet bit before re‐engaging).

Things to think about:

 Have I got the toys, pictures and so on that the child likes positioned in the woods before the trail ride?  If the child doesn’t like the trail ride, or game what is my plan B (small animals, time just to chill, splash pool, trampoline etc.)?  Am I adaptable? Is my horse adaptable? Are we ready to roll with whatever the child needs or are we grumpy when things don’t go exactly as we expect?  If your horse is today clearly upset about something on the trail, when normally he is ok, don’t take the risk of ‘forcing’ him through it. We have had situations with our best trained horses where they have deviated from their normal reactions in both riding and in sensory work. Bottom line – if the horse is acting out of character you can assume something is wrong and should switch to plan B. Plan B in this case must include the removal of the horse from the session.  What are your plan B, C, D, E and F? Make sure you have thought this through! Winging it will lead to accidents!  Make sure you’ve double checked the girth and have the horse wear a breastplate/breast collar for extra stability. Avoid the back strap of a Western saddle as this can on occasion make a horse buck.  Do you know your mare’s seasonal cycle? Does this gelding always get fresh in a high wind? Have you selected the right horse for the job today?

6.1-8 The Training Video

Top 10 points to remember

1 Notice, while watching the video that we not only talk about the Stages of Horse Boy Method but also its Ethics. 2 The Ethics – such as Follow the Child, Humor, Be Creative, Serve the Whole Family etc. are as important (or maybe even more important) as the six main Stages of HB Method. If you apply the Ethics in your backyard without a horse you will see success. If you apply the Stages and ignore the Ethics you won’t get anywhere. 3 Notice how the longest part of the video is about the Environment – this is the most important of the six Stages. 4 Notice the emphasis on fun and exploration. 5 Note how the other animals are important. 6 Notice how Sessions often look very different from child to child – there is no ‘cookie‐cutter’ approach. 7 The family members and siblings play as prominent a role as our staff. 8 Everything must be about ‘YES’. 9 If we say ‘NO’ a lot the child thinks we are not worth communicating with. 10 See how much effort goes into avoiding bad sensory triggers.

Things to think about:

27 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Have I taken the information from the video in?  Do I need to watch it again to make sure?  Did I watch it with my team so they understand how Horse Boy works too?  If there was something I didn’t quite understand do I need to go back and watch that section again?  Is my environment in line with what I can see from the environments in the video?  If not, what is my strategy to change my environment (inside and exterior) to be as autism friendly as possible?  Note how our environment has changed between what you see in this video and what you have seen in the clips about our environment in previous sections. This is normal. Allow yourself to reassess your environment every 3 months or so and change was is not working and keep what is working.

7 Theory of Mind and Rule Based Games

7.1 Theory of Mind and Rule Based Games: Intro

Top 10 points to remember

1 Theory of Mind, like speech, kicks in automatically for most kids – not necessarily so for autists. But the mind is very plastic and can always learn and be re‐patterned. 2 Theory of Mind starts with pointing and peekaboo, “do you see what I see” games. 3 Theory of Mind and Perspective taking can then be built through rule based games. 4 The first games to play are no winner/loser games such as ‘tag’ and ‘hide and seek’. 5 You never ‘test’ the kid to see if they see what you see, or know the rules of a game, you wait for months if necessary for them to take control of the games to show you they understand. 6 You give a humorous running commentary of the game while you ride with the child. 7 You involve the whole family in the games. 8 You introduce more complex ‘last man standing’ games after tag and ‘hide and seek’ have been confirmed. 9 Later you can introduce more complex winner‐loser games but this tends to be for the older kids. 10 You don’t have to canter – games can be done at the walk and gentle trot.

Things to think about:

 Do I understand what Theory of Mind and False Belief are? Do I need to re‐watch this section of the course videos?

28 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Do I understand how not to put pressure on the child to show me they understand? Do I understand the negative effects if I do put this pressure on? Be each other’s control. If you can afford to team up volunteers, have one work with the child and have the other volunteer observe the person working with the child. After the session debrief with each other. Have the volunteer observing pay particular attention to when the volunteer working with the kid asks questions about favorites, asks the child questions and waits for an answer etc. Make sure that everybody in the team is monitored at some point. That includes you!  Do I force these games even when the child isn’t really into them or do I introduce them more flexibly and casually? Make a list of 10 ideas of how you can get a child interested in your activity without forcing him to do so.  Do I know how to be flexible and casual? Does my team?  Do I understand that when the child takes control of the game in some way that shows me he/she understands it and is building Theory of Mind? If you have enough volunteers, have an extra volunteer just observe with a clip board and have them make a note of every time the child is showing an interaction with something. That can include running away from something!  Am I patient enough to let this play out over as long as it needs to take? If you have an extra volunteer have him/her time the activities. I bet the activity actually never takes as long as you think it does! After the session debrief so you start to get a feeling for how long the children interact. Also remember to never make a child do an activity for longer than he wants to!  Desensitize your horses with the help of a professional. Have your trainer assess if your horses are thoroughly de‐sensitized to people running up and tagging them, waving swords etc. and if they are not solidly desensitized have your trainer work out a plan with you.  Do I understand that the family will know what games the kid might like best? Or the language to use while playing them? Am I willing to listen to the families and take their advice on how to communicate with their child?  Am I checking in with the families about this?  Am I ready to stop any game as soon as the child lets me know they want to? Is my team?  Is my games area a place with good footing where people and horses won’t slip or trip? 7.2 Theory of Mind and Rule Based Games: Bigger/Smaller & Tag Top 10 points to remember

1 Remember that kids on the spectrum don’t necessarily understand spatial and physical relationship and perspective in the same way neuro‐typical kids do. 2 Check in with the family on what games the siblings already enjoy. 3 Be sure to explain Theory of Mind and False Belief and the importance of rule based games to the families before you begin them. 4 Be ready to stop a game at any time. 5 Observe the 5 to 15 minute rule – plan to stop automatically after 5 minutes unless the kid shows you very clearly that he/she wants to continue. 6 Don’t ever make the kid feel under pressure to show you they understand the rules. 7 Ask questions but immediately model the correct answer. One day the kid will beat you to it. 8 Have alternative games up your sleeve if the first one or two don’t fly – consult with team and family on this.

29 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 9 Only use the canter if your horse knows the terre‐a‐terre (canter in place – which we teach in HB Method 4). Otherwise just walk and trot. 10 Again be sure of the ground you’re going to play on.

Things to think about:

 Make a list of ‘do you see what I see’ game opportunities that you can slip in to Horse Boy sessions in a way that seems spontaneous? E.g. can you have a stack of books at your Horse Boy Session? Can your volunteers all wear shirts (or stickers on the shirt) of the child’s favorite cartoon character on one side  Do I have toys or object that intrinsically motivate the child – e.g. if they are into Thomas the Tank Engine. Do I have Thomas engines to do it with?  Have I briefed the family and my team about these early games so that they know how to play them at the drop of a hat without having to be tediously reminded of the rules? More on how to brief the family and volunteers is covered in Horse Boy Method 3  Play dummy runs of these games with your team many times to make sure they really know them and can therefore ad lib in a way that amuses and engages the child?  Am I involving enough toilet humor?  Do I understand that humor – laughter – also produces oxytocin and is verbal communication?

7.3 Theory of Mind and Rule Based Games: Hide and Seek Top 10 points to remember

1 With hide and seek you can introduce academic concepts such as the senses, geography, language, cuisine, the natural sciences (toilet humor). 2 Hide and seek is a bridge game between no winner/loser and ‘last man standing games’ such as red light green light or British bulldog. 3 The horse carries the child through the game. 4 You give a constant low level running commentary which helps the rules sink in by osmosis. 5 Your horse must be happy to stop, start and turn on command. No questions asked! 6 Your horse must never spook at people running, laughing, touching him etc. 7 You should tailor the language you use to the interests of the child. 8 Again you must do this in 5 to 15 minute increments only – keep alert for signs the child is ready to quit. 9 Don’t introduce games too early in a Horse Boy Session unless the kid lets you know clearly otherwise. Don’t forget sensory work, joyful exploration and trail riding as well as just time to hang – it’s a mistake to get too attached to the games and our brain needs downtime to process. (See research section below) 10 Enjoy yourself!

Things to think about:

 Create a checklist for your volunteers to use that makes them check all tack before a Horse Boy Session. You should check your tack also every time you use it. Include: Girth, bit, stirrups, everything….  Check the tack periodically during a Horse Boy Session as well. If it breaks while you are in the Session you need to know immediately.

30 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Do not entrust the tack checking to your volunteers. They should check it but that does not preclude you from checking it too. After all the buck stops with you.  Do we – me, the team and the family – have a pretty coherent set of game plans to follow?  Do I truly understand that, again, I must at no time, put pressure on the child to show me they understand?  Role play with your volunteers: how to model a question then immediately give the correct answer as a strategy for eventually letting the child feel safe enough to offer an answer themselves.  Can I be funny about it while offering the running commentary on the game rules?  Review the countdown section from earlier. Is my horse really soft off the hand and leg (like Bucephalus in the video) so I can devote most of my attention to the child and the game? 7.4 Theory of Mind and Rule Based Games: Practice Games Top 10 points to remember

1 Introduce the more complex games only after some weeks or longer of tag and hide and seek unless the kid makes it clear they want to move to other games sooner. 2 Think up how you can do cross curricular learning during games – e.g. sword fighting can be history, politics, metallurgy, science, the same with jousting at a quintain with pool noodles. 3 Do a lot of research on the interests of the child so you can tailor the games to these. 4 Think how you might play these games without a horse (i.e. on your shoulders, in a wheelbarrow) so you can show the parents how to do them themselves when they go home. 5 Involve other animals in the games whenever possible. 6 The 5 to 15 minute rule!!! 7 Think up how some of these games could be played inside if the weather is really against you. 8 If the child is obsessively into some electronic device, let them take it up there with you while playing – they will still take in more than you think. 9 Be constantly on the hunt for new games. 10 Start thinking in terms of treasure hunts…this will become a tool for confirming what the child has learned later on….

Things to think about:

 Make a list of at least 10 games that spring to mind that can easily and without much preparation be played at any Horse Boy Session. With or without the horse.  Within your evaluation to becoming an Independent Horse Boy Practitioner you will have to submit a video of you playing rule based games with your volunteers and horses. See our website for details.  Am I constantly asking myself how a particular game could introduce academic concepts of various kinds?  Am I consulting with my team and the families about this?  Am I strategizing for how to do these games without horses so the families can do them at home?  Am I strategizing for how to do these games without the horses if my horse is lame/ ground is too wet and slippy etc.?  Am I thinking up ways to involve the other animals?  Am I willing to be a constant student so as to always offer new stuff to the kids and so I can get interested in what they are interested in?

31 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Can I play these games as easily in the forest as in the arena?  Am I taking suggestions on games from the siblings and parents?

8 Social Skills & Cause and Effect

8.1 Social Skills & Cause and Effect: Tricks – how to start

Top 10 points to remember

1 Tricks don’t just help kids with communication they open the mind of your horse. 2 They also provide variety for the horse. 3 Make sure all your animals have at least one trick or another so they can all interact with the kids when needed. Consult a trainer! 4 Make sure your cues can be done from a hand or stick movement, or one syllable vowel sound. 5 When training tricks never do more than three sets of five repetitions. 6 Always teach ‘look away’ first so the horse understands that your hand with the treat goes to his mouth, never ever the other way around. 7 Don’t randomly treat horses once you start trick training, only treat for behaviors – i.e. tricks. 8 When the horse is first learning you reward every try with a treat. 9 After a while we ask for more repetitions or combos of tricks before giving a reward. 10 To make sure the horse doesn’t go sour at the gradual lessening of treats, give them more than they are expecting sometimes – this is called ‘jackpotting’.

Things to think about:

 Make a list of the horses you would like to trick train. Your busy brained horses usually are best (ponies, Arabs, PRE and Lusitano are often best).  Make a list of what tricks your horses know already.  Which old horses do you have that might benefit from tricks as yoga?  Check out our friends Allen Pogues videos at www.imagineahorse.com – if you are really interested in trick training, get at least his “Shaping Behaviors” DVDs

1 A human smile, answered by a smile from the horse teaches social skills. 2 A human bow followed by an equine bow does the same. 3 A front jambette can turn into shaking hands with the horse when meeting. 4 Front Jambettes can turn into Spanish Walk and teach the child to count. 5 Back Jambettes can turn into piaffe and also teach the child to count. 6 Tricks can really empower a child. 7 Tricks can be sprinkled casually into a Horse Boy Session any time. 8 Your other animals should have tricks too. 9 Some autists emerge as very good trick trainers so don’t be afraid to involve them in the actual training AS LONG AS YOUR HORSE IS OVER 8 AND BOMBPROOF. 10 Also involve the siblings and parents in the trick training – it provides an outlet for them to contribute and not just be passive observers.

Things to think about:

 Have I taught ‘look away’ as my ‘safety trick‘ before starting anything else?  Do I understand that from now on I should NOT randomly treat my horse – at least not until his trick training is confirmed?  Do I understand that the horse must never mug me for a treat, that my hand must always go to his mouth and never vice versa?  Which ones are my pushy/bargy horses? Am I really serious about their manners and about not accepting any rudeness from them? Especially ponies are bad with this! So are Warmbloods and Drafts! This does not mean that another breed might not bully you as well! Be honest with yourself about your horse’s behaviors! Make a list of which horses (or other animals) might need a lesson in good manners and which ones are very polite.  Is my horse spook‐proof before I involve others in his trick training?  Have I remembered that I shouldn’t train in more than three sets of five repetitions or ‘asks’?  Wear gloves when trick training to avoid an accidental nip!  Do it with one or two assistants – it’s much, much easier for the horse. 8.3 Social Skills & Cause and Effect: Tricks with other animals – Bruce the dog Top 10 points to remember

1 Dogs are easier to train than horses! 2 Dogs are super motivated to connect with the kids. 3 The kids always spend more time off the horse than on, so your other animals must be able to interact too. 4 Dogs will usually repeat tricks happily for hours – horses have a five minute attention span. 5 If they have a dog at home, the family can train him and use that as a family bonding/communication tool.

33 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 6 Dogs that are trick trained are more human‐centric and better citizens. 7 Be sure to insist that the dog takes his treat very gently or he doesn’t get it. 8 Dog agility is a really good way to get kids communicating and exercising. Dogs love it! 9 Never ever, ever, ever, ever, ever leave any dog (not even the small ones) unattended with a child of any size. NEVER!!!! Even your best behaved and trained dog might test the hierarchy when you (the pack leader) is not right there. A dog testing his spot in the pack with a child can be extremely dangerous! Do not ever leave a child unattended with a dog! If you have volunteers taking care of your dog, that volunteer must have established her spot in the hierarchy above the dog BEFORE that volunteer works with a dog at a Horse Boy Session! Consult a professional dog trainer at all stages of your dog’s training. 10 Many autists are natural animal trainers and this can open the way to career paths.

Things to think about:

 Are my animals safe and cool for the kids to be around before I introduce tricks?  Which professional in my area can I engage the help assess and train my dogs? For dog training there are any number of web resources and local groups but a local professional is your best bet to make sure your animal is safe around children.  Do I understand the communication use of tricks for social skills and cause and effect?  Which are my most food oriented animals? (They make the best candidates for trick training)?  Can I involve the whole family?  Do I understand the therapeutic value of tricks for my horse?

9 Academics

9.1 Academics: Addition, Subtraction, Division, Multiplication

Top 10 points to remember

1 Academics are most effective if done kinetically (in movement) in the right outdoor environment. 2 Don’t think of academics as a Holy Grail, think of them more as a natural progression of all the perspective taking and brain building we’ve been doing. 3 No pressure! Academics must be casually dropped into the conversation, done in movement (i.e. with the body – e.g. counting footfalls, riding half and a quarter way around a circle etc.) and only confirmed

34 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook through treasure hunts and other games NEVER by conventional testing or putting the kid on the spot with high pressure questions. Do this and you will destroy the child’s ability to learn! 4 Teach by stealth – make the child think it’s all play. 5 Keep your tone of voice light hearted. 6 Involve the other animals. 7 Always put learning in the context of what the kid’s obsessive interests are (intrinsic motivation). 8 Don’t try and make the kid perform boring tasks for a reward (extrinsic motivation) – knowledge won’t stick in the head that way. See bonus section for research of intrinsic vs. extrinsic motivation. 9 Remember there are two main types of kinetic learning – you and the kid moving together and the kid seated on a moving object that moves for him/her (i.e. the horse, wheelbarrow, your shoulders, swing etc.). Alternate between the two. 10 Use toilet humor a lot– it appeals to the kid’s sense of anarchy and rebellion and makes them think they are breaking the rules so they don’t resist learning, plus all the natural sciences are in the digestive process.

Things to think about:

 Am I overly focused on ‘teaching’ the kid stuff?  Do I really know what motivates this child? If not how do I find out?  Have I read anything on how physical movement and brain function are related? If not when will I take some time to google it or see research section at the end of this workbook?  Am I prepared to move myself a lot and get out of breath while doing academics?  Have I tried the treasure hunts and other strategies in this video on my team before the child comes out so we know the drills?  Do I not really want to use toilet humor? In which case am I the right personality type to work with young boys, who find it hilarious? Am I prepared to go outside my comfort zone and learn toilet humor as a skill?  Am I prepared to get muddy, dirty, sweaty and tired? Do I hate that? If so should I work with very active young boys?  What areas of learning am I weak in myself? How can I understand them better so as to transmit them easier?  Do I understand that even if the kid has his/her back turned or doesn’t seem to be engaging directly with the information I’m imparting, that they are taking it in at their own pace?  Do I understand the concept of ‘Drop it, Do It Confirm It’ in Horse Boy Learning? If not when am I going to read up about this – www.horseboylearning.com? 9.2 Academics: Fractions Top 10 points to remember

1 ALWAYS introduce concepts physically/kinetically first – never by explanation on paper. 2 Ride a circle, then half a circle, then half of a half etc. – and talk about it while you do it. 3 Involve the whole family – get them to join in. 4 Make it about poo a LOT.

35 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 5 Distract the child with oxytocin (nice transitions from gait to gait) and humor so they don’t realize you’re teaching. 6 Chop each other into imaginary pieces with swords. Have a pizza or cake brought to the Horse Boy Session that you can divide – as well as riding the fractions. 7 Don’t worry if the child isn’t obviously taking the information in. 8 Don’t do this for more than 5 to 15 minutes at a time! 9 Be prepared to abandon the ‘lesson’ midway through if necessary – you can come back later. 10 Do it all in movement outside – eventually it will translate onto paper inside but don’t be in a hurry to get there. The child will evolve to it in their own time. Patience!

Things to think about:

 How many times have I run through the drill with my team?  Have we got some good laugh routines to put into the fractions (e.g. halfway round a group of people gets us to the peoples’ butts – farts‐ danger ‐ gases, methane…)? What are they?  Have I checked in with the family about whether they have any ideas of how best to approach this?  Am I observing the no pressure and the 5 to 15 minute rule?  Am I focused on the result – the kid showing me he/she has learned the information, or have I learned to love the process of teaching so I can give the child the time they need and don’t risk stifling their love of learning?  Is my horse able to stop and go without fuss so that when we do the fractions we can be accurate about where we ride to and at which gait?  Can I break the lessons down into tiny pieces so that if I have to abandon them to do something else (follow the child) I can pick up again easily later?  Am I always asking myself – what motivates this child? How can I make it suit him/her best?

10 Long Lines & Self-Advocacy

10.1 Long-Lining Top 10 points to remember

1 Long lines often make horses feel secure because you ‘lead from behind’ as a dominant herd leader horse does. 2 NEVER long line a horse that has a kick in it. NEVER use a horse that has a kick in it for anything Horse Boy!!! Or any other program you might offer for children or beginners especially if your clients are special needs 3 Always long line with someone at the horse’s head to begin with in training – and always also when you have a client/child up on your trained horse in a Hose Boy Session. 4 A trained horse will long line in the woods as well as in the arena. 5 You can give the same oxytocin producing rhythms as when you ride – leading a horse destroys the rhythm. 6 Horses can eventually learn to canter in the long lines. Make sure to have a professional assess you and your horse first before you even think about cantering in the long lines.

36 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 7 Introduce long‐lining in short increments and remember because the long lines go through the stirrup your rider will not use the stirrups. 8 A non‐rider, mother and child etc. can be long‐lined as well as kids too big to share the saddle with you. 9 You automatically work out the horse’s topline and teach him collection when you long line. 10 Never wrap long lines around you finger, wrist or arm, have someone at the horse’s head to immediately take the horse’s bridle if you have to drop the long lines. Also you have to walk much closer to the horse than you think – always just by the inside hind.

Things to think about:

 Does my horse ever raise a back hoof to threaten me? If so I must not use him for long line or Horse Boy work.  Can I walk in rhythm with my horse?  Do I understand that when the horse trots in the long lines I need to walk?  Am I physically fit enough to walk at my horse’s gentle trot pace (an active walk) for several minutes at a time? If not what am I planning to do about getting physically fit enough? If I’m not fit enough to long line, am I really fit enough to work with autistic people who tend to need a lot of physical movement?  Do I understand that the rider being long lined should not put their feet in the stirrups for fear of getting them caught in the long lines?  Do I understand that the stirrups with the long lines through them act as side reins and because of this I will need to long line in a snaffle bit?  Do I have a good communication with the person at the horse’s head? Are we likely to argue? If so should I do this with someone else? Make sure your volunteers always know who the session leader is and who is the person to make the final decision.  Am I ready to move to the ‘new inside’ of the horse’s butt whenever we change direction? How often have I really practiced that? If you have not practiced it at least 100 times, go back and practice without a child or volunteer up there!  When am I ready to set a week aside to really teach the horse to be comfortable in the long lines? If I think I’m too busy for this, please do not do Horse Boy work with your horse! 10.2 Self-Advocacy: Interacting with the young adult

Top 10 points to remember

37 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook 1 Self‐advocacy is the most important psychological survival tool a human can have. 2 The eventual goal is to get the young person to start teaching you about what interests them. 3 You have to do your homework – learn about the young person’s obsessive interests so you can carry a conversation with them about it. 4 Although you will initially carry most of the conversation you want to yield it to them the moment the young person starts talking. 5 If a difficult adolescent says ‘this is stupid’ – agree and talk about the ways in which you are stupid. If they say they ‘hate everything’ – agree and say ‘let’s talk about what we hate. It’s still about following the child or young adult, remember. 6 The woods are better than the arena for long lining as with back‐riding. 7 You can long line through mounted games, even jousting. 8 Cultivate ‘journalist mind’ – meaning even if the kid isn’t interested in stuff that interests you, keep studying until you find an aspect of what they are interested in that DOES interest you 9 Don’t ask questions like ‘What’s your favorite…?’ Rather say what your favorite aspect of their interest is and see if they pick up the conversation from there. 10 Remember even with the older and more high‐functioning kids, to avoid bad sensory triggers.

Things to think about:

 If you can’t find an aspect of what the young person is interested in that interests you, then find a team member who can. Is there a particular child I can think of who I really can’t seem to be able to connect with? If so do I have a team member that has similar interests? Or (and this would be much better) really sit down, research that topic and see if/how (and there is always a way) that topic could relate to your interests. E.g. Ru loves history but is not a fan of computers or technology. Could binary code be related to history? Or Iliane never liked history but loves horses, how can we relate the horse to history? Or your child loves soccer and the World Cup but you think watching sports is a waste of time, but love to sew – how could those be connected? What materials are soccer player’s jerseys made out of? Could you sew a whole set of jerseys for your volunteers? Did soccer players always play in cloths made out of that material or did they use other materials before that? Are they playing soccer in parts of the world where cloth is being made etc. etc. etc. You get the idea. Now come up with a few examples yourself.  Learn to play and understand computer games and learn something about the Twilight series…  Remember you can go anywhere from anywhere – e.g. Twilight – vampires – eastern Europe – mythology – immigration to the USA from eastern Europe – old world myths taken up by Hollywood – process of film‐ making – careers in film….  Also remember that one person’s obsession is another person’s expertise, and expertise is livelihood!  By showing an interest in the person’s obsession you may give them moral support in making the move to make their living from this (e.g. computer games).  Your horse will benefit massively from learning to long line.  You will learn a lot more about rein contact and controlling the horse with the upper body when riding by learning to long line.

Top 10 points to remember

1 Self‐Compassion 2 Follow the Child 3 No Pressure 4 Humor 5 The 5‐15 minute rule! 6 Attention and not demanding it! 7 Creativity and Flexibility 8 Joyful Exploration: this is a new ethic that we felt needed to be added after reading Brain Rules by John Medina. See reference below. 9 Involve the whole Family 10 Remember that these Ethics are as important as the official Six Stages of Horse Boy Method, also remember that these apply as much to adults as to kids and as much to Neuro‐Typical as to Autistic people

Things to think about:

 Since we have recorded this video we have been introduced to John Medina’s work and feel what he says is so important that we are including an eighth Ethic. John Medina, a world class molecular biologist writes in his bestselling book ‘Brain Rules’ that if we look back at our evolutionary history we will see that the human brain evolved to (1) solve problems (2) related to survival (3) in an unstable outdoor environment, and (4) to do so in nearly constant motion. Environmental instability led to the extremely flexible way our brains are wired which is what allowed us to develop the tendency to solve problems through exploration. We are natural explorers. And exploration is how we learn best.

Babies are born with an intense and unrelenting curiosity and desire to explore the world around them. So intense, in fact, that some scientists describe it as a drive, just as hunger, thirst and sex are drives. Discovery brings joy. We never outgrow this desire to learn and our brain retains the ability to learn in this way throughout our lives BUT we can become anesthetized to the joy of discovery. Children learn that education means an A and start to acquire knowledge in order to get something rather than because it is interesting.

We cannot stress enough the importance of curiosity and allowing children free time to discover the joy of exploration. Research shows that, in the work place, when companies such as Google and Facebook give their staff the option of spending 20% of their time going where their mind asks them too it leads to increased creativity and production. Children should be given that same freedom to explore with no agenda other than discovery on a daily basis. If they are they will learn the joy of learning.  Do I need to do Horse Boy exactly by the book? How can I tweak it to each individual child/family?  Am I as good without the horse as with the horse? What activities have I set up that do not require a horse. How can we exchange the horse in activities we already do? How will I teach the families to do at home without horses what they do at my place with horses. Top Tip: www.horseboylearning.com  Who in my tribe/team are the main horse people, who are the main kid people? How do they overlap? Who is definitively not a horse or animal person and therefore should never be put in charge of a horse or

39 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook other animal? Be honest here. An assessment of your team is important! It doesn’t make them a bad person or a person that won’t be able to be in your tribe, it simply is necessary to think about these things to keep everybody safe. We, at New Trails, have more non‐ horse volunteers than horse‐volunteers, and more horse‐volunteers (can hold and lead a horse to and from a Horse Boy Session or tack a horse up) than long‐line volunteers (can long line a horse with a child or adult), and more long‐line volunteers than rider volunteers. This is absolutely normal and healthy! That way you also help your volunteer to know what their role is, which in turn makes it easier for them to do a good job!  Do I actually dig autism or do I regard it as a problem to be fixed? If I think it’s a problem to be fixed, how do I fix that misconception within me? If I am not willing to make that change, should I really work with this group of people. If your boss at work thinks you are a problem to be fixed and approaches you that way every day, would you want to spend time with him? Probably not! If these kids know that you think of them to be a problem or have problems, why should they be forced to work with you?  How is autism a gift and skill‐set? Have I researched successful adult autists? Go online and research at least 3 adult autists. What are their careers? Are they married? Do they appear happy? How severe were they as children? Where are they on the spectrum now? What do they say helped them most on their road through autism?  What do I find most interesting about autism?  How is autism/being with autists therapeutic for me?  How might working with autism help me with my own personal dreams?

12.1 Dream-Whisperers

Top 10 points to remember

1 Autism is therapeutic for us neuro‐typicals, gives us a break from our own egos, blurs the boundaries – who is the real therapist here? 2 The horses also tend to go sweeter for autistic kids and then sweeter for us too. 3 But – working with autism and horses can exhausting – how do I not burn out – what are my dreams? 4 If I’ve forgotten them I need to ask myself what they are. 5 Is it possible that being in service to the dreams of these people more vulnerable than myself will help my own dreams to come true? 6 Do I know people in service whose dreams have started to realize this way? 7 Here is what you need to remember: 8. BEING IN SERVICE helps your own dreams come true! 9. So what are your dreams? 10. When you are in service to the dreams of these children/families/people your own dreams start to come true!

Things to think about:

 What are the main gifts of autism?  What are my dreams?  Do you feel that these dreams are possible? If you think they are not, why do you think that? Is there a chance that you might be wrong and they might in fact be possible? Have you seen other people have their dreams come true? What did they do to get there? How did they do it? Can you find a support group

40 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook within your tribe that will help you make your dreams come true and that in turn you can help fulfill their dreams? How can you help the families you work with follow their dreams?  If you are serious about the possibility of your own dreams coming true, what are your next steps towards fulfilling these dreams?  Where would you like to be a year from now?  Where would you like to be five year from now?  Where would you like to be 20 year from now?

12.2 What next?

Top 10 points to remember

1. Do I want to stop here or do I want to become a Horse Boy Method Practitioner? 2. When am I going to make and send the short videos required to reach practitioner status? 3. If I opt to go for the next – Evaluation Phase – of this course, do I want to go the extra mile and answer the bonus questions & the maximum effort videos to boost my status as a Featured Horse Boy Method Practitioner (see website for details: http://horseboyworld.com/autism/for‐practitioners/becoming‐a‐ practioner.html ) 4. Do I want to join the Horse Boy Tribe online and communicate with other practitioners? 5. Do I want to do Horse Boy Method courses 2‐5 and become a 4 Star Practitioner? 6. Do I want my center to become a Horse Boy Tribe? 7. Do I want to become a Horse Boy Method Instructor (somebody that teaches other professionals Horse Boy Method vs. a Practitioner who works with the families? How do I do that? (http://horseboyworld.com/autism/for‐practitioners/hbm‐1‐instructors‐requirements.html) 8. Do I want to do less with horses and do Horse Boy Learning instead of Horse Boy Method? (www.horseboylearning.com) 9. Do I want to offer both Horse Boy Method and Horse Boy Learning at my center and be the most well rounded Practitioner I can possibly be? 10. Horse Boy Method must NEVER feel like therapy! It must feel to the child like fun, fun and more fun! All therapy and learning are transmitted by STEALTH!

Things to think about:

 Am I ready to fully embrace autism?  Can I see how autism is a proving ground for all other neuro‐psychiatric conditions because the autists will never pretend something is working just to please you?  Do I realize that learning to ‘Follow The Child’ is a lifetime of work – rather like learning to ride a horse really well?  Am I ready to learn a lot more patience than I truly want to?  Can I start to think tribally as well as thinking as an individual?  Is my heart open?  What are my dreams?

Research: Please also visit the research section on our website for new studies.

Research supporting the importance of a natural environment

• People who live in the areas with more green space have lower levels of cortisol ‐ http://www.prevention.com/mind‐body/emotional‐health/spending‐time‐outside‐relieves‐stress.

• Walking through nature evidence of lower frustration, engagement and arousal, and higher concentration and positive emotions ‐ http://www.ncbi.nlm.nih.gov/pubmed/23467965.

• ADHD symptoms within children are greatly reduced when in the presence of nature and after doing activities in nature ‐ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448497/.

• Living in a green environment with plants in your home is linked to lower stress reduction ‐ http://www.sciencedirect.com/science/article/pii/S0169204611003665.

• Forest walks, compared with urban walks yield a decrease in the stress hormone cortisol ‐ http://www.outsideonline.com/fitness/wellness/Take‐Two‐Hours‐of‐Pine‐Forest‐and‐Call‐Me‐in‐the‐ Morning.html?page=all.

Research supporting the importance of serving the parents/siblings

 Numerous benefits in child and parent outcomes have been associated with the degree of parental involvement in the treatment of the ASD ‐ Burrell TL; Borrego J Jr: Parents’ involvement in ASD treatment: what is their role? Cogn Behav Pract 2012; 19:423–432.

 Parents of children with autism experience greater stress and depression than parents of typically developing children ‐ Baker‐Ericzen, M. J., Brookman‐Frazee, L., & Stahmer, A. (2005). Stress levels and adaptability in parents of toddlers with and without autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 30, 194–204.  Eighty percent of siblings have little to no involvement in childhood activities ‐ Barak‐Levey, Y., Goldstein, E., & Weinstock, M. (2010). Adjustment characteristics of healthy siblings of children with autism. Journal of Family Studies, 16, 155–164.  Non‐conflicting sibling relationships is a protective factor for later maladjustment in the siblings of children with developmental disabilities ‐ Fisman, S., Wolf, L., Ellison. D., Gillis, B., Freeman, T., & Szatmari, P. (1996). Risk and Protective Factors Affecting the Adjustment of Siblings of Children with

44 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook Chronic Disabilities. Journal of the American Academy of Child & Adolescent Psychiatry, 35 (11), 1532‐1541.  Divorce rates are higher amongst parents of children with special needs than the population in general ‐ Hartley, S.L., Barker, E.T., Seltzer, M.M., Floyd, F., Greenberg, J., Orsmond. G., & Bolt, D. (2010). The Relative Risk and Timing of Divorce in Families of Children with an Autism Spectrum Disorder. Journal of Family Psychology, 24 (4), 449‐457.  Parenting a child with autism leads to greater anxiety, stress and depression than parenting a neurotypical child ‐ Higgins, D.J., Bailey, S.R., & Pearce, J.C. (2005). Factors associated with functioning style and coping strategies of families with a child with an autism spectrum disorder. Autism, 9 (2), 125‐ 137.  The sibling relationship is damaged when siblings of children with developmental delays experience anger and frustration due to lack of involvement in childhood activities ‐ Kaminsky, L., & Dewey D. (2002). Psychosocial adjustment in siblings of children with autism. Journal of Psychology and Psychiatry, 43, 225‐232.  Social support is a protective factor for the adaption of parents of children with autism ‐Lounds, J. (2004). Family Stress and Coping. In T.L. Whitman (Ed), The development of autism: A self‐regulatory perspective (pp. 233‐278). Jessica Kingsley Publishers, London.  Pre‐intervention parental stress levels are the single most important predictor of the success of early intervention programs ‐Robbins, F.R., Dunlap, G., & Plienis, AJ (1991) Family characteristics, family training, and the progress of young children with autism. Journal of Early Intervention, 15, 173‐184.  Interventions are needed that address not only the child but the family as a whole ‐ Schuntermann, P. (2007). The Sibling Experience: Growing Up with a Child Who Has Pervasive Developmental Disorder or Mental Retardation. Harvard Review of Psychiatry, 15 (3), 93‐108.  Family stress can be an attributing factor for an unfavorable prognosis ‐ Siefer, R., Sameroff, A.J., Baldwin, C.P., & Baldwin, A.L. (1992) Child and family factors that ameliorate risk between 4 and 13 years of age. Journal of American Academy of child and Adolescent Psychiatry, 31, 893‐903.

Research supporting the importance of sensory work

• Universality of the difficulties with sensory processing in children with autism – Ben‐Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel‐Yeger, B., & Gal, E. (2009). A meta‐analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1–11

45 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook • Sensory processing difficulties are a unique predictor of communication competence and maladaptive behaviors indicating that the use of sensory based interventions should be continued ‐ Lane, A.E., Young, R.L., Baker, A.E.Z., & Angley, M.T. (2010). Sensory Processing Subtypes in Autism: Association with Adaptive Behavior. Journal of Autism and Developmental Disorders, 40 (1), 112‐122.

• Improving the sensory experience for children with autism ‐ http://www.ncbi.nlm.nih.gov/pubmed/23095065

• Grandin, T. (2009). Calming Effects of Deep Touch Pressure in Patients with Autistic Disorder, College Students, and Animals. Journal of Child and Adolescent Psychopharmacology, 2(1), 63‐72.

Research supporting the use of horses and animals with children with autism

 Bass, M., Duchowny, C., & Liabre, M. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261‐1267.  Garrique, R., Moutiez, G., & Galland, H. (1994). The use of games on horses to improve communication with autistic subjects. Proceedings of the 8th International Therapeutic Riding Congress, 47, 245–248.  Leitao, L. (2004). Therapeutic relations: An exploratory study of psycho‐educational riding and autism. Analise Psicologica, 22(2), 335–354.  Wuang YeePay; Wang ChihChung; Huang MaoHsiung; Su ChwenYng (2010). The effectiveness of Simulated Developmental Horse‐Riding Program in children with autism. Adapted Physical Activity Quarterly Vol. 27 No. 2.  The presence of a dog leads to increased attention, social interaction and language ‐ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408111/

Research supporting the physiology of autism (oxytocin versus cortisol)

 Barker, S. B., Knisely, J. S., McCain, N. L., & Best, A. M. (2005). Measuring stress and immune responses in health care professionals following interaction with a therapy dog: a pilot study. Psychological Reports, 96, 713–729.  Handlin, L., Hydbring‐Sandberg, E., Nilsson, A., Ejdebäck, M., Jansson, A., & Uvnäs‐Moberg, K. (2011). Short‐term interaction between dogs and their owners – effects on oxytocin, cortisol, insulin and heart rate – an exploratory study. Anthrozoos, 24, 301–316.  Heinrichs, M., Baumgartner, T., Kirschbaum, C., & Ehlert, U. (2003). Social support and oxytocin interact to suppress cortisol and subjective responses to psychosocial stress. Biological Psychiatry, 54, 1389– 1398.  Hollander, E., Novotny, S., Hanratty, M., Yaffe, R., DeCaria, C.M., & Aronowitz, B.R. (2003) Oxytocin infusion reduces repetitive behaviors in adults with autistic and Asperger's disorders. Neuropsychopharmacology, 28, 193–8.  Hollander, E., Bartz, J., Chaplin, W., Phillips, A., Sumner, J., & Soorya, L. (2007) Oxytocin increases retention of social cognition in autism. Biological Psychiatry, 61,498–503.

 Insel T. R. (2010). The challenge of translation in social neuroscience: a review of oxytocin, vasopressin, and affiliative behavior. Neuron, 65, 768–779.

46 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook  Jonas, W., Nissen, E., Ransjo‐Arvidson, A.B., Matthiesen, A.S., & Uvnas‐Moberg, K. (2008) Influence of oxytocin or epidural analgesia on personality profile in breastfeeding women: a comparative study. Archives of Women’s Mental Health, 11, 335‐345.  Kosfeld, M., Heinrichs, M., Zak, P. J., Fischbacher, U., & Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673–676.  Modahl, C., Green, L., Fein, D., Morris, M., Waterhouse, L., & Feinstein, C. (1998) Plasma oxytocin levels in autistic children. Biological Psychiatry, 43, 270–7.  Neumann, I. D., Wigger, A., Torner, L., Holsboer, F., Landgraf, R. (2000). Brain oxytocin inhibits basal and stress‐induced activity of the hypothalamo‐pituitary‐adrenal axis in male and female rats: partial action within the paraventricular nucleus. Journal of Neuroendocrinology. 12, 235–243.  Odendaal, J. S. J. (2000). Assisted‐animal therapy: Magic or medicine? Journal of  Psychodynamic Research, 49, 275 ‐280.  Ross, H. E., Cole, C. D., Smith, Y., Neumann, I. D., Landgraf, R., Murphy, A. Z., & Young, L. J. (2009). Characterization of the oxytocin system regulating affiliative behavior in female prairie voles. Neuroscience, 162, 892–903.  Uvnäs‐Moberg, K., Handlin, L., & Petersson, M. (2011). “Promises and pitfalls of hormone research in human‐animal interaction,” in How Animals Affect Us (eds: McCardle, P., McCune, S., Griffin, J. A., & Maholmes V.), Washington, DC: American Psychological Association, 53–81.  Viau, R., Arsenault‐Lapierre, G., Fecteau, S., Champagne, N., Walker, C.‐D., & Lupien, S. (2010). Effect of service dogs on salivary cortisol secretion in autistic children. Psychoneuroendocrinology, 35 (8), 1187.  Children who participated in once weekly horse riding sessions had lower levels of cortisol than those in a wait list control ‐ Pendry, P., Smith, A.N. & Roeter, S.M. (2014) Randomized Trial Examines Effects of Equine Facilitated Learning on Adolescents' Basal Cortisol Levels . Human‐Animal Interaction Bulletin, 2, 80‐95.

Research supporting the relationship between movement & Learning

• Looking at Type and Learning Styles – Gordon D. Lawrence

• The Kinesthetic Classroom: Teaching and learning through movement ‐ Traci L. Lengel and Michael (Mike) S. Kuczala

• Smart Moves: Why Learning Is Not All in Your Head – Carla Hannaford

• Brain Rules – John Medina

• The rhythmic movement of the horse is may be integral to speech development http://www.timespressrecorder.com/articles/2014/05/15/news/featurednews/news50.txt • We are evolutionarily programmed to learn on the move ‐ Leonard, W.R., and M.L. Robertson. “Comparative Primate Energetics and Hominid Evolution.” Am J Phys Anthropol 102 (1997): 265‐81 • Increased exercise leads to increased learning ‐ C.Summerford. “What Is the Impact of Exercise on Brain Function for Academic Learning?” Teaching Elementary Physical Education 12 (2001): 6‐8 • Exercise stimulates the brain’s most powerful growth factor, BDNF, which is responsible for creating new brain cells and encouraging neurons to connect ‐ Vaynman, S.S., et al. “Exercise Differentially Regulates Synaptic Proteins Associated to the Function of BDNF.” Brain Res 1070 (2006): 124‐30

47 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook • Studies have shown that when we exercise there is increased blood volume in a region of the brain called the dentate gyrus which is a part of the hippocampus deeply involved in memory formation ‐ Green, D.J., et al. “Effect of Exercise Training on Endothelium‐ Derived Nitric Oxide Functions in Humans.” J. Physiol 561 (2004): 1‐25.

The Human Environment – Tribe • Am I ready to fully embrace autism? • Can I see how autism is a proving ground for all other neuro‐psychiatric conditions because the autists will never pretend something is working just to please you? • Do I realize that learning to ‘Follow The Child’ is a lifetime of work – rather like learning to ride a horse really well? • Am I ready to learn a lot more patience than I truly want to? • Can I start to think tribally as well as thinking as an individual? • Is my heart open? • What are my dreams?

The Learning Environment:

• Communicate don’t teach • Don’t test or pressure instead continually impart information • Involve the family (Parents, siblings, careers are the expert) • Bring the horse to the child, not the child to the horse • Never interrupt an activity • Bring the horse into the house if necessary • Work outside as much as you can: Trails, circus, water activities etc. • Intrinsic vs. extrinsic motivation: Let the child lead, offer choices and start where the child is • Accept negative communication “I want down!” – “Thank you for telling me!” • Humor • Laughter IS verbal communication • Laughter produces oxytocin

Autism Facts 1: Why are we talking about Autism? -Prevalence

• Autism has gone from something quite rare (2 kids in 10,000 20 years ago) to a PANDEMIC (at least 1 child in 68) • Therapeutic riding stables are experiencing a tsunami of autistic kids • Old methods of therapeutic riding are designed for physical disability and don’t work for autism • 4:1 male to female ratio • Reaction to toxins in environment – read up on the growing science behind toxicity of various kinds and the current autism pandemic. A good starting point is our research section (http://horseboyworld.com/autism/research/autism‐research.html) then Google! • Vaccinations do seem to be a part of the equation, so is air pollution, pesticides, and other factors. The research is developing all the time. Be sure to check in from time to time with our research section on HorseBoyWorld.com for breaking news.

• Autism is much misunderstood. Here are the main misunderstandings: 1. All individuals with autism are alike 2. Autistic people don’t have feelings 3. Autistic people don’t form relationships 4. All autistic people are savants 5. Autistic people have no language skills 6. Autistic people don’t make good eye contact 7. Autistic people don’t have empathy 8. Autistic people can’t have careers 9. AUTISM IS A PROBLEM TO BE FIXED

Autism Facts 3: Autism Truth

• Autism is a spectrum of neuro‐psychiatric conditions • It’s also a continuum – meaning people can improve massively over time. • Autism key feature: The difficulty communicating with the exterior world. • Common features: • sensory problems, • gastrointestinal problems, • sleep difficulties, • epilepsy, • Repetitive behaviors etc. • Asperger’s Syndrome – the highest functioning form we know of in Autism. • PDD‐NOS: the most common, current diagnosis – can range from severe to mild. • Related disorders (research these): • Angelman’s syndrome • William’s syndrome, • Rhett’s syndrome, etc.

Autism Facts 4: Treatments – Autism is a lifelong diagnosis

• There is no single treatment protocol. • Autism cannot be ‘cured’. It is a clinical not a medical diagnosis and can be regarded as much as a personality type as a disorder. • Common Autism Treatments (research these, because the kids you work with will usually be using one of more of the treatments below. ) • ABA (and other highly structured behavioral therapies) • Floor Time (and other play‐based therapies) • Diet (gluten/casein‐free diet, protein deficiency and others) • Biomedical (chelation, Valtrex, etc.) • Occupational therapy • Speech therapy • Eating therapy • Affinity therapy • What others can you find? Keep an open mind. There is a place for each treatment because there are an infinite variety of kids with autism. Try not to be dogmatic. • Treatments that work for one child may not work for another! • People’s understanding of Autism is still simplistic – like the simplistic understanding of cancer 20 years ago. We tend to refer to ‘Autism’ rather than the specific spectrum diagnosis and this limits us. • Get answers from adult autists with real experience from the inside, online in our Forum’s “Ask Cisco” section: http://horseboyworld.com/forum/answers‐from‐the‐inside.html