@article{keino_hiromi_keino_hiroomi2_miwa_chihiro3_kawakita_kenji4_hosokawa_masanori5_and_facilitation_2009,
	title = {Facilitation of social and interpersonal behaviors of children with pervasive developmental disorders through psycho-educational horseback riding},
	volume = {1},
	url = {https://asaet.org/data/sc16/2009-02-Gencho1.pdf},
	abstract = {We have reported that during horseback riding activity, children with pervasive developmental disorders (PDD)
showed enhanced verbal and nonverbal communication skills, and became more expressive in their positive and pleasant
emotions in interaction with parents. In order to find out whether these positive behavioral effects of psycho-educational
horseback riding (PEHR) will be maintained in their daily living situation, we conducted a questionnaire survey of the
parents whose children rode horses. As the control group, we also used the same questionnaire to survey the parents of
children who did not take part in the horseback riding. A significant difference was found between the two groups in several
behavioral problems showing that PDD children who experienced PEHR became more emotionally stable, more patient, less
apt to panic, and more skillful in interacting with their friends than PDD children in the non-PEHR group. Further, another
significant difference was found between the two groups in several communication abilities showing that PDD children who
experienced PEHR could play more easily in more difficult social situations, respond better to the verbal approach of
parents, be more expressive in showing their own will or desire, and understood verbal instruction better than PDD children
in the non-PEHR group. Therefore, it is suggested that the effect of PEHR may be maintained to a certain degree in the
daily living situation. The importance of a positive field of emotion was suggested for maintaining these effects observed in
PDD children experiencing PEHR.},
	journal = {J. Anim. Edu. Ther. 1: 1-8,},
	author = {{Keino Hiromi, Keino Hiroomi2）, Miwa Chihiro3）, Kawakita Kenji4）, Hosokawa Masanori5） and}},
	year = {2009},
	pages = {1--8},
}

{"_id":"HJ8gSjfMvdcPmC2ZK","bibbaseid":"keinohiromi--facilitationofsocialandinterpersonalbehaviorsofchildrenwithpervasivedevelopmentaldisordersthroughpsychoeducationalhorsebackriding-2009","author_short":["Keino Hiromi, Keino Hiroomi2）, Miwa Chihiro3）, Kawakita Kenji4）, Hosokawa Masanori5）",""],"bibdata":{"bibtype":"article","type":"article","title":"Facilitation of social and interpersonal behaviors of children with pervasive developmental disorders through psycho-educational horseback riding","volume":"1","url":"https://asaet.org/data/sc16/2009-02-Gencho1.pdf","abstract":"We have reported that during horseback riding activity, children with pervasive developmental disorders (PDD) showed enhanced verbal and nonverbal communication skills, and became more expressive in their positive and pleasant emotions in interaction with parents. In order to find out whether these positive behavioral effects of psycho-educational horseback riding (PEHR) will be maintained in their daily living situation, we conducted a questionnaire survey of the parents whose children rode horses. As the control group, we also used the same questionnaire to survey the parents of children who did not take part in the horseback riding. A significant difference was found between the two groups in several behavioral problems showing that PDD children who experienced PEHR became more emotionally stable, more patient, less apt to panic, and more skillful in interacting with their friends than PDD children in the non-PEHR group. Further, another significant difference was found between the two groups in several communication abilities showing that PDD children who experienced PEHR could play more easily in more difficult social situations, respond better to the verbal approach of parents, be more expressive in showing their own will or desire, and understood verbal instruction better than PDD children in the non-PEHR group. Therefore, it is suggested that the effect of PEHR may be maintained to a certain degree in the daily living situation. The importance of a positive field of emotion was suggested for maintaining these effects observed in PDD children experiencing PEHR.","journal":"J. Anim. Edu. Ther. 1: 1-8,","author":[{"firstnames":[],"propositions":[],"lastnames":["Keino Hiromi, Keino Hiroomi2）, Miwa Chihiro3）, Kawakita Kenji4）, Hosokawa Masanori5）"],"suffixes":[]},{"firstnames":[],"propositions":[],"lastnames":[""],"suffixes":[]}],"year":"2009","pages":"1–8","bibtex":"@article{keino_hiromi_keino_hiroomi2_miwa_chihiro3_kawakita_kenji4_hosokawa_masanori5_and_facilitation_2009,\n\ttitle = {Facilitation of social and interpersonal behaviors of children with pervasive developmental disorders through psycho-educational horseback riding},\n\tvolume = {1},\n\turl = {https://asaet.org/data/sc16/2009-02-Gencho1.pdf},\n\tabstract = {We have reported that during horseback riding activity, children with pervasive developmental disorders (PDD)\nshowed enhanced verbal and nonverbal communication skills, and became more expressive in their positive and pleasant\nemotions in interaction with parents. In order to find out whether these positive behavioral effects of psycho-educational\nhorseback riding (PEHR) will be maintained in their daily living situation, we conducted a questionnaire survey of the\nparents whose children rode horses. As the control group, we also used the same questionnaire to survey the parents of\nchildren who did not take part in the horseback riding. A significant difference was found between the two groups in several\nbehavioral problems showing that PDD children who experienced PEHR became more emotionally stable, more patient, less\napt to panic, and more skillful in interacting with their friends than PDD children in the non-PEHR group. Further, another\nsignificant difference was found between the two groups in several communication abilities showing that PDD children who\nexperienced PEHR could play more easily in more difficult social situations, respond better to the verbal approach of\nparents, be more expressive in showing their own will or desire, and understood verbal instruction better than PDD children\nin the non-PEHR group. Therefore, it is suggested that the effect of PEHR may be maintained to a certain degree in the\ndaily living situation. The importance of a positive field of emotion was suggested for maintaining these effects observed in\nPDD children experiencing PEHR.},\n\tjournal = {J. Anim. Edu. Ther. 1: 1-8,},\n\tauthor = {{Keino Hiromi, Keino Hiroomi2）, Miwa Chihiro3）, Kawakita Kenji4）, Hosokawa Masanori5） and}},\n\tyear = {2009},\n\tpages = {1--8},\n}\n\n\n\n","author_short":["Keino Hiromi, Keino Hiroomi2）, Miwa Chihiro3）, Kawakita Kenji4）, Hosokawa Masanori5）",""],"key":"keino_hiromi_keino_hiroomi2_miwa_chihiro3_kawakita_kenji4_hosokawa_masanori5_and_facilitation_2009","id":"keino_hiromi_keino_hiroomi2_miwa_chihiro3_kawakita_kenji4_hosokawa_masanori5_and_facilitation_2009","bibbaseid":"keinohiromi--facilitationofsocialandinterpersonalbehaviorsofchildrenwithpervasivedevelopmentaldisordersthroughpsychoeducationalhorsebackriding-2009","role":"author","urls":{"Paper":"https://asaet.org/data/sc16/2009-02-Gencho1.pdf"},"metadata":{"authorlinks":{}},"downloads":0,"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/IFEq","dataSources":["ad39xt2eYKKwiGtFo"],"keywords":[],"search_terms":["facilitation","social","interpersonal","behaviors","children","pervasive","developmental","disorders","through","psycho","educational","horseback","riding","keino hiromi",""],"title":"Facilitation of social and interpersonal behaviors of children with pervasive developmental disorders through psycho-educational horseback riding","year":2009}