This study investigated the association between therapeutic riding (TR) and the social communication and sensory processing skills of 21 elementary students with autism attending TR as part of a school group. An interrupted treatment design was employed to determine whether children were able to maintain treatment effects following the removal of TR. Teacher ratings indicated that participating children with autism significantly increased their social interaction, improved their sensory processing, and decreased the severity of symptoms associated with autism spectrum disorders following TR. Gains were not maintained consistently after two 6-week breaks from TR, but were recovered once TR was reinstated. Potential explanations regarding the benefits of TR are discussed, and suggestions for future research provided.

Legislation mandates that all children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary and comprehension strategies. The purpose of this review is to synthesize the literature on reading instruction for children with ASD that encompasses one or more of the five components of reading. The review yielded 11 studies with 61 participants ages 4 to 17. Results indicate that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided.